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SPUTHEf 
UNIVERSITY  ui    or 
LIBRARY 

PSYCHOLOGICAL  AND  EDUCATIONAL  TESTS 

in 

THE  PUBLIC  SCHOOLS 

of 

WINCHESTER,  VIRGINIA 


A  Report 

to  the 

City  School  Board  and  the  Handley  Board  of  Trustees 

of  an 

Investigation  Conductec 

by 

Dr.  W.  F.  DEARBORN.  Han'ard  University 

and 

Dr.  ALKXAXnr.R  TX(U.IS.  Harvard  University 

W'itli  the  cooperation  of 

Dr.  J.  L.   Maxaii.w.   I'uivcrsity  of  f 'irij/d/d.' 

Dr.  G.  O.   iM'Rr.rsoN,   University  of  lirginia. 

Mr.   a.  D.   \Vri(;ht.    rirsiuia,  State   Department   of   Education. 

Mr.  \V.  L.  I'kinck,   rir:^iuia.  State  Pcpartnicnt  of  Education. 

Mr.  L.  .\.  M.wivRiCK,  Harvard  University. 

Dr.   C.    II.    WiSTHKOoK.    JIarinrd    I' ni--crsilv. 


63099 


3^V 


FOREWORD 

As  a  result  of  the  Survey  of  the  Winchester  PubHc  Schools 
made  by  the  General  Education  Board  of  Xew  '*i'ork  City  pub- 
lished in  1918  under  the  title  "A  Report  of  the  Handley  Fund, 
Winchester,  Va."  a  program  of  reorganization  and  improvement 
of  the  Public  Schools  of  Winchester  was  determined  upon  by  a 
joint  conference  of  the  School  Board,  the  Handley  Trustees,  and 
the  City  Council,  by  virtue  of  which  the  details  of  the  plans  of 
reorganization  and  improvement  were  to  be  left  in  the  hands  of 
a  Superintendent  of  Schools,  to  be  selected  by  a  joint  board  to 
consist  of  the  members  of  the  School  Board  and  the  Handley 
Trustees. 

The  Superintendent  was  selected  in  June  1919  and  an  imme- 
diate conference  was  called  to  consider  ways  and  means  of  con- 
ducting an  educational  survey  of  school  conditions  in  Winches- 
ter  in  order  that  a  comprehensive  and  scientific  basis  for  im- 
provement might  be  established.  As  a  result  of  this  conference 
it  was  decided  to  institute  an  intensive  study  of  not  only  the 
methods  of  education  in  the  W^inchester  schools  but  to  pay  espe- 
cial attention  to  the  achievements  and  capacities  of  the  school 
children.  Dr.  W.  F.  Dearlx)rn  and  Dr.  Alexander  J.  Inglis  of 
Harvard  University  were  then  invited  to  confer  with  the  mem- 
X  bers  of  the  School  Board  concerning  plans  for  a  program  of 
psychological  and  educational  tests  to  determine  the  facts  desired. 

Following  this  conference  active  work  upon  this  investigation 
'  was  begun  in  November  1919,  and  the  field  work  completed  by 
•^  the  end  of  December.  A  preliminary  report  was  made  in  Jan- 
uary and  a  program  of  reorganization  was  agreed  upon.  De- 
tailed information  on  the  abilities  and  achievements  of  each  pupil 
in  the  school  system,  together  with  recommendations  upon  each 
one  was  placed  in  the  hands  of  the  Superintendent  of  Schools 
and  steps  were  at  once  taken  to  reorganize  the  school  system 
upon  the  basis  of  these  reports  and  recommendations. 

The  investigation  was  planned  by  Dr.  Dearborn  and  Dr.  In- 
glis of  Harvard  University,  and  carried  on  under  the  joint  co- 
operation of  the  University  of  \'irginia,  the  X'irginia  State  De- 
partment of  Education,  and  the  officers  and  staff  of  the  Public 
Schools  of  the  City  of  Winchester. 

F.  E.  CU'RK. 
Superintendent  of  Schools. 


INTRODUCTION 


The  University  of  \'ir<^inia  through  its  Bureau  of  Extension 
is  endeavoring  to  co-operate  as  far  as  the  meager  means  at  its 
disposal  will  permit  with  any  agency  or  organization  which  has 
for  its  object  the  promotion  of  the  common  welfare.  Members 
of  the  faculty  of  the  University  render  assistance  in  making 
scientific  investigations  and  surveys  and  through  the  Division 
of  Publications  the  results  of  such  investigations  and  surveys 
are  published  and  the  information  disseminated  amongst  groups 
of  people  who  would  be  interested  in  the  specific  subject  of  in- 
vestigation. 

Upon  invitation  of  the  City  School  Board  and  the  Handley 
Board  of  Trustees  of  the  City  of  Winchester,  two  members  of 
the  faculty  of  the  Department  of  Education  co-operated  in  a 
study  of  the  Winchester  schools  with  special  emphasis  upon  the 
achievements  and  capacities  of  the  school  children.  Believing 
that  a  report  of  the  results  of  this  investigation  will  be  of  special 
value  to  school  officials  in  the  other  cities  and  in  the  counties  of 
the  State  and  the  University  will  render  a  further  service  by  pub- 
lishing the  results,  the  Bureau  of  Extension  is  co-operating  with 
the  Handley  Board  of  Trustees  in  publishing  and  distributing 
the  report. 

Charles  G.  Maphis,  Director. 

Bureau  of  Extension. 
University,  Virginia, 
December  2Z,  1921. 


CHAPTER  I 

THE  PURPOSE   OF  THIS   INVESTIGATION. 

Xo  problem  of  education  is  more  important  than  that  which  in- 
volves the  adaptation  of  instruction  to  the  capacities  and  needs  of  the 
children  who  are  to  be  educated.  Every  parent  for  the  sake  of  his 
children,  every  citizen  for  the  sake  of  society,  every  teacher  for  tlie 
sake  of  her  pupils,  and  every  school  officer  as  a  measure  of  the  edu- 
cation provided  should  ask  these  questions:  Is  each  child  in  the 
school  located  in  the  grade  and  class  best  suited  to  him?  Are  sub- 
ject matter  and  methods  of  instruction  properly  adapted  to  his  ca- 
pacities and  to  his  stage  of  progress?  Is  the  school  so  organized  that, 
within  necessary  limits,  each  child  may  progress  in  his  education  at 
the  rate  demanded  by  his  individual  abilities  and  needs?  Have  all 
reasonably  possible  means  been  employed  to  classify  pupils  in  in- 
structional groups  according   to   their  various   capacities? 

Obviously,  before  these  and  similar  questions  can  be  answered 
one  must  know  not  only  what  the  schools  are  doing  but  also  he  must 
know  the  real  capacities  and  needs  of  each  pupil.  Before  he  can 
determine  whether  any  given  pupil  is  located  in  that  grade  and  in- 
structional group  best  fitted  to  his  capacities  and  needs  one  must 
ascertain  what  those  capacities  and  needs  arc.  Before  instruction 
can  be  adapted  properly  to  the  pupils'  abilities  it  is  necessary  to  de- 
termine that  to  which  it  is  intended  to  adapt  instruction.  Before  one 
can  find  out  whether  a  pupil  is  progressing  as  he  should  one  must 
learn  how  fast  he  is  capable  of  progressing.  Before  pupils  can  prop- 
erly be  classified  in  instructional  groups  according  to  their  various 
capacities  one  must  discover  the  relative  capacities  of  the  children 
concerned  and  set  up  standards  for  classification.  A  primary  con- 
dition of  the  proper  organization  of  instruction  is  a  careful  analysis 
of   the  character  of   the   pupils   to   be   instructed. 

If  all  children  of  the  same  degree  of  maturity,  or  even  those  who 
have  received  the  same  kind  and  amount  of  training,  were  capable 
of  being  educated  in  the  same  waj',  to  the  same  degree,  and  at  the 
same  rate,  the  problems  of  education  would  indeed  be  difficult 
enough,  but  they  would  be  infinitely  more  simi)le  than  they  really 
are.  The  facts  are,  however,  that  (chronological)  maturity  is  a  very 
unsafe  indication  of  capacity  and  that  no  amount  (if  similar  e<lucation 
can  niakv  children  alike.  Pupils  <>f  the  same  (chronological  t  age  and  of  the 
same  degree  and  kind  of  education  differ  in  almost  every  conceival)le 
w-ay!     They  diffvr  in  the  limits  which  nature  has  set  to  their  learning, 


6  I'SNCIini.oCICAl,   AND   FvDUCATIOXAL   TESTS 

in  tlic  ways  in  whicli  tlicy  tan  learn,  in  what  they  can  learn,  and  in 
the  ratos  of  tluir  learning.  No  eflFective  organization  of  instruction 
can  ignore  the  fundamental  fact  that  children  difTer  widely  in  their 
capacities   and   needs. 

Every  one  recognizes  the  fact  that  individuals  differ  in  mental 
traits  even  more  than  in  physical  traits.  The  extent  and  character  of 
such  differences,  however,  and  the  importance  of  those  differences 
for  education,  are  rarely  appreciated  by  the  average  citizen  and  are 
seldom  properly  recognized  even  by  the  teacher  or  school  officer. 
Research  within  the  past  few  decades  has  shown  clearly  that  the 
greatest  problems  of  education  at  the  present  time  center  around  the 
fundamental  differences  among  pupils  in  almost  all  those  traits  which 
most  seriously  condition  their  education. 

In  the  public  school  the  limitations  of  resources  and  a  reasonable 
regard  for  economy  in  the  expenditure  of  public  funds  have  caused 
the  grouping  of  pupils  for  purposes  of  instruction  in  classes  the 
size  of  which  in  cities  commonly  runs  as  high  as  thirty  or  more 
pupils.  Usually  pupils  are  grouped  in  classes  almost  entirely  on  the 
basis  of  their  accomplishment  of  the  work  of  the  preceding  grade 
and  without  regard  to  the  widely  differing  capacities  of  the  children. 
As  a  result  in  most  schools  one  may  find  pupils  ranging  all  the  way 
from  feeble-mindedness  to  genius  grouped  in  the  same  class  and 
receiving  the  same  kind  and  amount  of  instruction.  It  is  the  rule 
rather  than  the  exception  to  find  in  the  same  class  and  provided  with 
exactly    the    same    instruction   pupils    of   widely   varying    capacities. 

This  practice  of  grouping  together  for  purposes  of  instruction  pupils 
of  low  mentality,  of  average  mentality,  and  of  superior  mentality 
presents  a  situation  in  w-hich  effective  education  is  impossible.  In 
such  a  class  the  teacher  is  compelled  to  do  one  of  three  unjustifiable 
things.  He  may  adapt  instruction  to  the  average  pupil,  overburden 
or  neglect  the  slower  pupil,  and  underburden  or  neglect  the  brighter 
pupil;  he  may  adapt  instruction  to  the  slower  pupil  in  the  attempt 
to  bring  all  pupils  up  to  a  minimum  level,  with  the  result  that  both 
the  average  pupil  and  the  brighter  pupil  work  far  below^  their  capaci- 
ties and  develop  habits  of  intellectual  laziness;  he  may  take  pride  in 
and  adapt  instruction  to  the  brighter  pupil,  overburdening  and  neg- 
lecting the  slower  pupil  and  the  average  pupil.  Usually  he  adopts 
the  first  of  these  possible  practices,  so  that  the  slower  pupils  fail, 
become  discouraged,  and  are  retarded  or  eliminated,  while  the  brighter 
pupils  develop  pernicious  habits  of  working  far  below  their  capacities 
and  are  held  back  in  their  education.  Educationally  the  practice 
cannot  be  justified.  It  is  to  be  tolerated  at  all  only  where  conditions 
beyond  the  control  of  school  authorities  render  any  other  course 
impossible,  i.  e.,  in  very  small  schools.  Present  practice  has  much 
to  answer  for  in  the  discouragement  and  elimination  of  slower  pupils 
and  in  the  delayed  and  limited  education  of  brighter  pupils. 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER  7 

In  part  the  practice  of  grouping  pupils  primarily  according  to 
achievement  in  earlier  grades  has  been  based  on  the  hypothesis  that, 
while  pupils  may  differ  noticeably  when  they  enter  the  school,  like 
forms  of  instruction  given  to  all  pupils  in  a  given  grade  would  tend 
to  result  in  an  increasing  homogeniety,  making  possible  instruction  in 
common,  and  that  relatively  equal  stages  of  pedagogical  achievement 
afforded  a  proper  and  adequate  measure  of  capacities.  Recent  psycho- 
logical research,  however,  has  established  two  important  facts:  first, 
that  from  birth  nature  sets  for  each  individual  certain  limits  up  to 
which  but  not  beyond  which  he  may  go,  while  experience  and  educa- 
tion can  only  determine  how  far  the  individual  will  go  within  those 
limits  set  by  nature;  secondly,  that  where  individuals  differ  at  the 
outset,  original  differences  are  not  reduced  by  the  same  kind  and 
amount  of  training,  but  rather  tend  to  increase.  This  means  that 
from  the  beginning  nature  has  determined  what  each  pupil  can  learn, 
how  much  of  it  he  can  learn,  how  he  can  learn  it,  and  at  what  rate 
his  learning  may  proceed,  just  as  surely  as  nature  has  determined 
how  tall  an  individual  can  grow,  how  far  he  can  see,  what  he  can 
hear,  and  how  fast  he  can  run.  By  no  form  of  educational  machinery 
can  the  pupil  of  low  mentality  be  brought  to  learn  the  same  things, 
to  the  same  degree,  in  the  same  way,  and  at  the  same  rate  as  the 
pupil  on  whom  nature  has  conferred  superior  mentality.  To  ignore 
that  fact  is  to  commit  an  educational  crime,  primarily  against  the 
individual  child.  Few  sights  are  more  pitiable  in  the  school  than 
that  of  the  pupil  to  whom  nature  has  denied  the  necessary  capacity 
compelled  to  attempt  school  tasks  entirely  beyond  his  powers.  On 
the  other  hand,  parents  and  others  are  rightly  incensed  when  they 
see  pupils  of  superior  mentalitj-  compelled  to  mark  time  and  develop 
habits  and  standards  of  inferior  accomplishment.  Reyond  question 
one  of  the  most  important  reforms  needed  in  our  system  of  educa- 
tion is  that  of  improving  the  present  methods  of  class  grouping 
and,  as  far  as  may  be  possible,  of  adapting  instruction  to  pupils  of 
different  capacities. 

This  form  of  grade  classification  is  common  in  all  parts  of  the 
country.  It  was  carefully  studied  in  the  Virginia  Survey.  .V  part  of 
the  report  of  that  Survey  is  as  follows: 

That  educaticTnal  work  in  Virginia  suffers  from  such  incongruous 
grouping  of  children  is  easy  of  demonstration.  Particular  attention 
will  be  given  to  this  subject  in  the  special  report  on  tests  and  measure- 
ments, but  certain  illustrative  cases  may  be  given  here.  The  Survey 
has  available  for  a  study  of  this  situation  not  only  the  results  of  the 
group  examinations,  but  also  individual  examinations  on  about  2,000 
children.  These  individual  examinations  were  made  with  the  Stan- 
ford-Binct  tests  and  the  results  are  stated  in  terms  of  the  mental  age 
of  the  individual  children,  a  mental  age  of  six  meaning  a  mentality 
equal  to  that  of  the  average  six  year  old  child. 

To  illustrate  a  common  situation,  we  may  take  the  Glen  .Mien 
School   in    Henrico  County.     The  third   grade  of  this  school   is  com- 


8  I'SNIIIOI.OCICAI.    AM)    KDrCATIONAI.    TKS'IS 

posed  of  (wciity-cinlil  cliildrcn  all  oi  whom  were  examined  witli  the 
Stanford-Iiinet  tests.  The  median  chronological  age  of  the  group 
is  10.2  years.  The  median  mental  age  is  'J.'j.  It  is  therefore  an  ap- 
proximately normal  mental  group.  There  is,  however,  one  child  in 
the  group  who  has  a  mental  age  of  8.1  years,  and  another  whose 
mental  age  is  l-'.4.  the  other  children  being  of  different  mental  ages 
between  these  two  extremes.  Tlicre  is  a  mental  difference  between 
the  two  children  mentioned  c(4uivalent  to  the  mental  growth  which 
a  normal  child  makes  in  four  years.  It  docs  not  require  much 
insight  to  know  that  these  two  children  require  different  teaching 
methods.  C)ne  of  them  is  the  equivalent  of  an  average  second  grade 
child,  and  the  other  is  equal  to  an  average  child  in  the  sixth  grade. 

The  condition  of  this  Glen  Allen  class  is  not  peculiar.  In  grade 
4B  of  the  Ginter  Park  School  (Richmond)  there  is  one  child  with  a 
mentality  of  14  years  and  3  months,  and  another  whose  mentality 
is  that  of  a  child  nine  years  and  seven  months  old.  In  the  Highland 
Springs  fifth  grade  of  forty-six  pupils,  nine  read  equal  to  the  Thorn- 
dike  Standard  for  the  third  grade,  and  five  others  read  equal  to  the 
standard  for  the  sixth  grade.  .Somewhat  similar  conditions  can  be 
found   in    practically   any   school 

The  r>A  class  of  twenty  pupils  in  the  Midway  School  at  Charlottes- 
ville has  four  pupils  who  score  38  or  less,  which  is  about  third  grade 
ability,  and  it  has  one  child  who  scores  94  or  approximately  sixth 
grade  quality.  Of  fifteen  pupils  in  the  oB  class  in  one  Portsmouth 
school  five  pupils  score  9.5  or  better,  about  sixth  grade  standard,  and 
three  pupils  score  below  70  (below  the  fifth  grade  standard).  Of 
fifteen  .")B  pupils  in  the  Commerce  Street  School  of  Roanoke  four 
have  scores  equal  to  sixth  grade  score  or  better,  and  there  are  three 
as  low  as  or  lower  than  the  fourth  grade  median.  The  distribution  is 
greater  in  the  rural  schools  than  in  the  cities.  Of  seven  hundred 
twenty-three  pupils  in  fifty-five  schools  having  four  or  more  rooms, 
46  are  below  the  third  grade  median:  146  are  between  the  third  and 
fourth  grade  medians;  twenty-one  are  as  good  as  the  seventh  grade 
medians;  and  tw^enty-five  others  score  equal  to  the  sixth  grade  or 
beyond.  The  remaining  450  are  between  the  fourth  grade  median 
and  the  sixth  grade  median.  Yet  all  of  these  pupils  are  ranked  as 
fifth  grade  pupils  and  must  follow  the  same  course  of  study  and  are 
expected  to  complete  it  in  two  additional  years.  Forty-six  of  them 
under  good  conditions  could  complete  it  in  one  year.  For  forty-six 
others  it  will  require  four  years.  Situations  of  this  sort  can  be 
shown  for  any  grade   and  in  almost  any  class  examined. 

Radical  and  definite  steps  should  be  taken  for  improvement.  First 
of  all  there  should  be  an  improvement  in  the  methods  of  determining 
the  classification.  It  is  not  enough  that  a  child  has  reached  a  cer- 
tain age,  that  he  has  been  in  school  a  certain  number  of  years,  that  he 
has  followed  a  particular  course  of  study  and  passed  the  examina- 
tions set  by  his  teachers.  All  of  these  matters  are  important  but  the 
knowledge  which  a  teacher  gets  about  a  child  from  these  sources 
should  be  supplemented  by  the  pupils'  scores  in  standard  achievement 
tests,  particularly  in  reading,  and  by  his  scores  in  mental  tests 
where  these  can  be  effectively  given.  If  teachers  and  principals  will 
learn  to  use  these  standard  mental  and  achievement  tests  they  will 
be  better  able  to  group  pupils  according  to  capacity  than  they  are 
now  doing. 1 


Virginia  Public  Schools — Education   Commission   Survey  and   Re- 
port pp.  126 — 12S. 


IN    THE    PUBLIC    SCHOOLS    OF    WIXCHESTKK  9 

The  Virginia  Survey  showed  clearly  that  in  V'irgina,  as  in  most 
parts  of  the  country,  the  classification  of  pupils  by  grades  and  in- 
structional classes  is  very  defective;  that  poor  grouping  of  pupils 
renders  effective  instruction  impossible;  that  the  organization  of 
instruction  is  such  that  the  slower  pupils  and  the  brighter  pupils 
constantly  suffer,  the  former  because  they  are  compelled  to  attempt 
work  far  beyond  their  capacities,  the  latter  because  they  are  con- 
stantly held  back  in  their  education;  and  that  necessary  provision  for 
individual   differences  among  pupils  is   lacking. 

What  is  the  situation  in  Winchester?  Are  these  defects  also  found 
in  the  schools  of  that  city?  To  the  educational  expert  the  most  casual 
observation  would  indicate  that  all  of  those  defects  are  to  be  found 
in  the  Winchester  Schools.  The  situation  is  analyzed  in  detail  in 
Tables  7  to  31  of  Appendix,  and  considered  carefully  in  Chapter^ 
III.  It  is  not  out  of  place  here,  however,  to  anticipate  somewhat' 
the  facts  there  considered  and  to  point  out  that  in  Winchester,  as  in 
most  cities  of  the  country,  there  is  great  need  of  reform  in  the  classi- 
fication of  pupils  and  the  adaptation  of  instruction  to  the  capacities 
and  needs  of  certain  distinguishable  groups  of  pupils.  That  need 
may  be  seen   from  the   following  facts: 

(1)  In  the  first  grade  of  Winchester  Schools  at  the  present  time 
the  chronological  ages  of  pupils  varj-  all  the  way  from  five  years  and 
eleven  months  to  twelve  years  and  three  months,  while  the  mental 
ages  of  pupils  in  that  grade  vary  all  the  way  from  five  years  and  two 
months  to  eight  \cars  and  eleven  months.  The  lowest  pupil  has  an 
intelligence  quotient  of  .oO  (equal  onlj'  to  that  of  the  average  feeble- 
minded child),  while  the  highest  pupil  has  an  intelligence  quotient  of 
1.20  (twenty  points  above  the  average  child). 

(2)  Differences  between  the  mental  ages  of  pupils  of  about  the 
same  chronological  age  (about  seven  years)  may  be  seen  from  the 
following  cases  selected  from  the  first  grade  of  the  Winchester 
Schools: 

TAP.LE  1 
Showing  differences  in  mental  age  of  pupils  of  approximately  the 
same   chronological   age    (7   years) 
Pupil  numbered  Chronological  Mental 

Age  Age 


IH 
29 
110 
106 
2:1 
93 
77 

7 
7 
G 
7 

(i 
(') 

yrs 

2 

:{ 

9 

n 
11 

11 

mos. 

•> 

yrs 

f. 
n 
c, 

10 

10 

mos. 

f.l 

r. 

11 

- 

'"■ 

Pupil  number  01    is   three  months  younger   than   pupil   numi)er    114 
in   chronological   age.  hut  is   more   than   three  years   older   mentally. 


10  PSYCIIOI.OCICAI,  AM)  KUUCATIOXAI,  TESTS 

(3)    First-grade   pupils  of   about   the  same  mental   age  vary  widely 
in  clironological  age,  e.  g.: 

TABLK  3 


Pupil 

Mental 

Chronological 

Numbered 

Age 

Age 

89 

7  yrs.  2  mos. 

6  yrs.  3  mos. 

22 

6     "    10      " 

7     "      0      " 

64 

7     "      2      " 

7     "      5      " 

121 

7     "      0      " 

8      "       5       " 

33 

7     "      2      " 

10     "      7      " 

Pupil  number  89  is  of  the  same  mental  age  as  pupil  number  33  but 
is   more   than   four  years   younger. 

(4)  In  Table  6  are  presented  figures  which  show  for  each  -grade  of 
the  elementary  school  the  ranges  of  pupils  (a)  in  chronological  age, 
(b)  in  mental  age,  (c)  in  intelligence  quotients.  Those  figures  show- 
that  in  no  grade  is  the  range  in  chronological  age  less  than  six  years, 
that  in  no  grade  is  the  range  in  mental  age  less  than  three  years,  and 
that  in  no  grade  is  the  range  of  intelligence  quotients  less  than  .55. 

(5)  Pupils  of  mental  ages  nine  years  and  eight  months  to  nine 
years  and  leleven  months  are  found  in  every  grade  of  the  school  from 
the  second  to  the  leighth. 

Such  facts  as  those  presented  show  clearly  that  the  grade  classi- 
fication of  pupils  in  the  Winchester  'Public  Schools  is  not  well  ad- 
justed to  the  general  capacities  of  pupils.  It  is  also  true  that  it 
is  not  well  adapted  to  the  special  abilities  of  pupils  in  school  subjects. 
This  is  shown  by   the   facts  indicated  below. 

(1)  Table  16  shows  that  some  pupils  are  found  in  every  grade 
from  the  third  to  the  eighth  who  received  a  score  of  zero  on  the 
Courtis  Standard  Tests  in  addition,  and  that  pupils  are  found  in  the 
third  grade  who  do  as  well  as  the  average  of  the  eighth  grade  in 
this  test  in  addition. 

(2)  The  same  table  also  shows  that  pupils  are  found  in  every  grade 
from  the  third  to  the  seventh  who  received  a  score  of  zero  on  the 
Courtis  Standard  Tests  in  subtraction.  It  also  shows  that  pupils  are 
found  in  every  grade  from  the  third  to  the  eighth  who  received  a 
score  of  four  on  the  same  tests. 

(3)  Table  17  shows  that  pupils  are  found  in  every  grade  from  the 
third  to  the  seventh  who  received  a  score  of  zero  in  multiplication 
on  the  Courtis  Standard  Tests  and  that  pupils  are  found  In  every  grade 
from  the  fourth  to  the  eighth  who  received  a  score  of  five  on  the 
same  tests. 

(4)  Table  17  also  shows  that  pupils  are  found  in  every  grade  from 
the  third  to  the  eighth  who  received  a  score  of  zero  in  division  on 
the  Courtis  Standard  Tests  and  that  pupils  are  found  in  every  grade 
from  the  fifth  to  the  eighth  who  received  a  score  of  six  on  the  same 
tests. 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER  11 

(5)  Table  14  shows  that  pupils  are  found  in  every  grade  from 
the  third  to  the  eighth  who  received  a  grade  of  from  51  to  60  on 
the  Monroe  Reading  Tests.  It  also  shows  that  the  best  pupil  in  the 
third  grade  did  as  well  as  from  half  to  three  fourths  of  the  pupils 
in  the  fourth  and  fifth  grades  and  better  than  some  pupils  in  the 
eighth  grade. 

These  facts  show  that  relatively  ineffective  instruction  will  be 
provided  in  the  public  schools  of  Winchester  as  long  as  the  pres- 
ent situation  continues.  They  show  that  the  attempt  is  being  made 
to  educate  pupils  of  very  widely  differing  capacities  in  the  same 
instructional  classes,  in  the  same  way,  in  the  same  amount,  on  the 
same  materials,  and  at  the  same  rate.  This  is  totally  impossible  and 
the  attempt  can  only  result  in  loss  to  most  of  the  pupils.  There 
is  imperative  need  in  Winchester  for  the  establishment  of  a  new 
method  of  classifying  pupils  in  grades,  classes,  and  sections;  for 
modification  in  the  methods  of  instruction  according  to  the  varying 
capacities  and  needs  of  the  diflferent  groups  of  pupils;  for  a  more 
flexible  system  of  promotion  and  grade  articulation,  and  for  recogni- 
tion of  pupils'  diflferences  in  other  ways. 

Before  these  reforms  can  be  achieved  it  is  necessary  to  ascertain 
the  capacities  and  needs  of  each  pupil  in  the  school.  Hence  the  pur- 
pose of  this  investigation  is  the  determination  of  the  capacities, 
abilities,  and  needs  of  all  pupils  in  the  Winchester  Schools,  and  the 
furnishing  of  the  best  possible  information,  so  that  (a)  there  may  be 
established  an  improved  method  of  classifying  pupils  in  grades, 
classes,  and  sections;  (b)  teachers  and  school  officers  may  have 
available  the  data  necessary  for  the  adaptation  of  instruction  to  the 
capacities  and  needs  of  pupils  in  various  grades  and  classes;  (c)  ma- 
terial may  be  available  for  the  intelligent  guidance  of  pupils  in  their 
school  work;  (d)  systems  of  promotion  and  grade  articulation  may 
be  improved;  (e)  all  reasonable  provision  may  be  made  for  recogniz- 
ing individual  diflferences  among  the  pupils. 


12  l'S^'l'll(»l,(K•,K•.\l,   AM)   HDl'CATIONAK  TESTS 

CHAI'II'.R   II. 
THE  METHODS  OF  THIS  INVESTIGATION. 

In  tlu'  past  the  capacities  of  pupils  in  the  school  have  been  esti- 
mated almost  entirely  on  the  basis  of  the  teachers'  judgments,  particu- 
larly as  determined  by  the  accomplishments  of  pupils  in  school  studies. 
Such  judgments  by  teachers  are  always  valuable  and  must  always  be 
considered.  Experience  has  shown,  however,  that  they  are  very  far 
from  being  infallible  and  that  when  reliance  is  placed  on  those  judg- 
ments alone  grive  injustice  is  frequently  done  to  many  pupils.  They 
must,  of  course,  always  be  open  to  several  defects.  In  the  first 
place,  they  are  personal  and  individual  judgments,  the  validity  of 
which  must  vary  according  to  the  ability  of  teachers  to  judge  the 
most  difficult  of  all  things — mental  capacities,  whose  nature  is  so 
complex  that  the  most  searching  study  must  be  made  of  every  pupil 
as  an  individual  before  one  may  be  sure  of  the  judgment.  Some 
teachers,  especially  those  with  extended  experience,  may  be  verj' 
good  judges  of  capacitj',  while  others  are  very  clearly  poor  judges. 
In  any  case  the  judgment  must  be  subject  to  the  limitations  of  any 
individual  judge.  In  the  second  place,  the  judgments  of  teachers  are 
primarily  determined  by  the  accomplishment  of  pupils  in  school 
studies,  a  criterion  which  is  not  always  satisfactory,  in  part  because 
accomplishment  is  a  resultant  of  two  factors  or  three  factors  ac- 
cordingly as  capacity,  interest,  and  industry  are  combined  in  varying 
degrees,  and  in  part  because  pupils  of  different  degrees  of  maturity 
are  commonly  compared  on  the  same  basis.  Obviously  a  ninety  per 
cent  achievement  in  any  school  subject  by  a  pupil  ten  years  of  age 
means  a  mental  capacity  far  different  from  a  ninety  per  cent  achieve- 
ment in  the  same  subject  by  a  pupil  thirteen  years  of  age.  A  ten- 
year-old  child  who  can  perform  correctly  seven  examples  in  arithme- 
tic in  the  same  time  that  a  fourteen-year-old  child  can  perform  the 
same  seven  examples  possesses  a  capacity  far  above  that  of  the  latter. 
The  common  practice  of  judging  capacity  in  terms  of  accomplishment 
only  is  very  unsatisfactory,  as  is  clearly  shown  by  the  grade  classifi- 
cations and  promotional   systems   found  in  most  schools. 

Within  recent  j'ears  has  been  developed  a  new  method  of  judging 
the  capacities  and  achievements  of  children  and  numerous  tests  have 
been  devised  for  the  measurement  thereof.  Those  tests  differ  from 
the  older  tests  in  that  they  have  been  standardized  on  the  basis  of 
the  reactions  of  thousands  of  children  so  that  we  know  what  may  be 
expected  of  children  of  each  age  and  grade  of  school  progress  for  normal 
children,  for  those  of  limited  capacity,  and  for  those  of  superior 
mentality.      Those    tests    have    the    important    advantage    over    the 


IN    THK    PUBLIC    SCHOOLS    OF    WINCHESTER  13 

teacher's  judgment  that  they  are  purely  objective  and  unaflFected  by 
personal  opinion  or  by  the  limitations  of  the  teacher's  capacity  to 
judge  accurately  the  capacities  or  achievements  of  the  child.  They 
have  the  added  advantage  that  they  compare  children  of  the  same 
degree  of  maturity  with  each  other  and  avoid  the  dangers  of  unfair 
comparison  mentioned  in  the  preceding  i^aragraph. 

Such  standardized  tests  were  given  to  all  children  in  grades  one  to 
eight  of  the  Winchester  Schools  and  interpreted  in  comparison  with 
the  present  classification  of  pupils  in  various  grades  as  well  as  with 
the  teachers'  estimates  of  each  pupil's  intelligence,  scholarship,  and 
industry.  The  following  means  were  employed  in  the  investigation 
to  determine  the  capacities  of  pupils:  (1)  group  intelligence  tests; 
(2)  individual  intelligence  tests;  (3)  achievement  tests  in  certain 
important  school  studies;  (4)  teachers'  estimates  of  the  pupils'  in- 
telligence, scholarship,  and   industry. 

I.   Group  Intelligence  Tests. 

During  the  week  of  Xovember  seventeenth  group  intelligence  tests 
were  given  to  all  pupils  in  grades  one  to  eight.  The  total  number  of 
tests  given  was  seven,  no  pupil  receiving  less  than  three  different 
group  intelligence  tests.  For  convenience  they  are  designated  here 
G-1,  G-2,  G-3,  G-4,  G-5,  G-6,  G-7.  Of  these  G-1,  G-2,  G-:i  were  tests 
which,  with  some  changes  and  additions,  now  constitute  Series  I  of 
the  Dearborn  Group  Tests  of  Intelligence. ^  G-4,  G-.'),  and  (i-t'>  in- 
cluded parts  of  several  standard  psychological  tests,  several  tests 
now  a  part  of  Series  II  of  the  Dearborn  Group  Tests  of  Intelligence. * 
and  certain  other  psychological  tests  developed  in  the  Harvard  Psy- 
chological Laboratory.  G-7  was  the  Alpha  Tests  of  the  .Xrmy  Psy- 
chological P'xaniination.  All  of  these  tests  were  standardized  and 
graduated  according  to  the  plan  indicated  below  wherein  are  chosen 
the  grades  in  which  each  test  was  given. 

Grade  Tats  Given 

1  G-1  G-2  G-3 

2  G-1  G-2  G-3 

3  G-1  G-2  G-3  G-4 

4  G-1  G-2  G-3  G-4     G-.') 

G-4      G-5      G-6 

6  G-4     G-5     G-f)     G-7 

7  G-5     G-fi     G-7 

8  G-5     G-r.     G-7 

Each  pupil  was  given  three  or  more  difTcrent  intt  lligciue  tests,  to 
avoid,    as    far   as   possible,    the   contingency    tliat   a   chance    failure   or 


*  These  tests  arc  now  published   by   the  J.    H.   IJppincott   Company, 
Philadelphia. 


14  I's^'cnfti.onuAi,  and  kdccatioxai,  tksts 

success  in  any  one  test  niiglit  misrepresent  the  pupil's  true  capacity. 
Such  a  contingency  was  further  avoided  by  the  fact  that  in  most 
cases  each  test  was  given  on  a  different  day,  so  that  the  dangers  of 
an  "ofT  day"  might  be  lessened.  To  avoid  the  difficulties  usually  en- 
coimlcivd  when  pupils  of  widely  different  degrees  of  maturity  and  of  widely 
differing  degrees  of  education  are  tested  by  the  same  materials,  different 
tests  were  given  to  pupils  of  different  grades,  but  those  tests  so  overlap 
that  comparison  and  correlation  are  possible  throughout  with  known 
relations  between   the  different  tests. 

The  results  of  those  tests  are  indicated  in  Tables  7  to  31,  and  those 
results  are  discussed  in  Chapter  III.  The  median  record  on  each 
test  for  each  grade  and  for  each  significant  age  group  were  com- 
puted and  the  record  of  each  pupil  compared  with  those  medians. 
Thus  it  was  possible  to  determine  the  relative  standing  of  each  pupil 
in  comparison  with  his  fellow  pupils  by  grade  and  age,  or  with  pupils 
of  other  grades  and  of  other  ages.  (On  those  bases  a  careful  study 
was  made  to  ascertain  what  pupils  were  apparently  children  of  marked 
inferiority  or  of  marked  superiority.  All  such  pupils  and  all  doubt- 
ful cases  were  selected  for  further  examination  by  an  exhaustive 
individual  test  of  the  type  described  below.  Thus  it  will  be  seen  that 
the  group  intelligence  tests  were  employed  in  part  as  a  means  for 
selecting   special   cases   requiring  individual    examination. 

II  Individuai,  Intelligence  Tests. 

The  group  tests  described  above  sufficed  to  indicate  in  general 
the  capacities  of  pupils  and  to  suggest  a  possible  classification  of 
pupils.  For  many  reasons,  however,  it  was  considered  desirable  to 
supplement  these  group  tests  by  individual  tests,  particularly  for 
those  pupils  whose  records  on  the  group  tests  indicated  marked  in- 
feriority or  marked  superiority,  and  for  those  pupils  whose  status 
was  doubtful  or  who  appeared  misplaced  in  grade  classification. 
Hence  in  December  individual  tests  were  given  to  a  large  number  of 
pupils  by  members  of  the  stafT  of  investigation  and  that  testing  was 
continued  by  members  of  the  ^^'inchester  teaching  staff  who  had  been 
trained  for  that  work  by  the  specialists. 

For  the  individual  tests  the  Stanford  Revision  of  the  Binet-Simon 
Intelligence  Tests  was  employed.  Those  tests  have  been  carefully 
standardized  and  are  recognized  throughout  this  country  and  Europe 
as  affording  a  reliable  measure  of  the  mental  capacity  of  children 
up  to  the  age  of  about  fifteen  or  sixteen.  The  results  are  given  in 
terms  of  mental  age — a  mental  age  of  six,  for  instance,  meaning  a 
mentality  of  the  quality  found  in  the  average  child  six  years  of  age. 
Thus,  for  example,  if  a  child  ten  years  of  age  is  shown  by  these  tests 
to  have  a  mental  age  of  ten  he  is  considered  to  be  a  child  of  average 
or  normal  mentality.  If  he  has  a  mental  age  of  less  than  ten  he  must 
be  considered   to  have   a  mentality  below   that  of  the  average    child, 


IN    TIIK    PUBLIC    SCHOOLS    OF    WINCHESTER  15 

the  degree  of  his  mentaHty  being  indicated  by  the  amount  to  which 
his  mental  age  falls  below  his  chronological  age.  If  he  has  a  mental 
age  of  more  than  ten  that  child  must  be  considered  to  have  a  mentality 
above  that  of  the  average  child  of  his  age,  the  superiority  of  his 
mentality  being  indicated  by  the  amount  to  which  his  mental  age 
exceeds  his  chronological  age. 

As  a  measure  of  the  intelligence  of  any  child  the  ratio  between 
his  mental  age  (as  shown  by  this  test)  and  his  chronological  age  is 
employed.  In  order  to  secure  a  single  figure  for  comparative  pur- 
poses in  considering  children  of  varying  mental  and  chronological 
ages  the  measure  commonly  employed  is  the  "Intelligence  Quotient" 
(commonly  abbreviated  thus — "I.  Q.")  which  is  found  by  dividing  the 
child's  mental  age  by  his  chronological  age.  Thus  an  Intelligence 
Quotient  of  1.00  would  indicate  that  the  child  is  of  average  or  normal 
mentality — that  his  intelligence  is  that  of  the  average  child  of  the 
same  chronological  age.  Any  "I.  Q."  below  l.oo  would  indicate 
the  degree  of  inferiority  shown  by  the  actual  "I.  Q."  in  any  given 
case,  and  any  "I.  Q."  above  1.00  would  indicate  the  degree  of  superi- 
ority shown  by  the  actual  "I.   Q."  in  any  given  case. 

The  results  of  these  individual  tests  were  entered  on  the  record 
card  of  each  pupil  examined  and  constitute  the  most  important 
means  for  recommendations  concerning  the  pupils.  Those  results 
are  discussed  in   Chapter   III. 

III.  Achievement  Tests. 

In  addition  to  the  psychological  tests  described  in  the  preceding 
sections  certain  standard  achievement  tests  were  given.  These  in- 
cluded the  following:  (1)  the  Courtis  Standard  Arithmetic  Tests 
(Grades  3-8);  (2)  the  Monroe  Silent  Reading  Test  (Grades  3-8); 
CO  The  Virginia  'Reading  Test  (Grades  1-3);  (4)  The  Ayrcs  Spell- 
ing Test  (Grades  3-8);  (5)  The  Holmes  Handwriting  Test  Grades 
3-8). 

These  acliiovenicnt  tests  were  given  not  for  the  purpose  of  measur- 
ing the  work  of  the  school,  but  for  the  purpose  of  securing  additional 
information  concerning  the  specific  capacities  of  children  and  to 
provide  the  necessary  information  for  recommendations  concerning 
the  grade  classification  of  pupils.  It  was  the  belief  of  the  investi- 
gators that  important  changes  must  be  made  in  the  grading  and 
classification  of  pupils  before  any  valuable  information  could  be 
gained  concerning  the  efficiency  of  the  school  in  teaching  the  various 
school  studies.  The  investigators  have  recommended  that  at  the 
close  of  each  school  j'car  achievement  tests  be  given,  so  that  progress 
may  be  measured  from  year  to  year  and  the  work  of  pupils  be 
measured  by  objective  tests  rather  than  by  teachers'  examinations. 
For  the  purposes  of  this  investigation,  however,  achievement  tests 
were  designed  for  two  purposes   (a)  to  supplement  the  psych'^'-^^"   i' 


10  PSNCIIOI.OC.UAI,   AND    KDUCATIONM,   TESTS 

tests  in  the  (Iftcniiinatiuii  of  tlie  pupils'  capacities,  and  (b)  to  pro- 
vide tlie  necessary  information  for  specific  recommendations  con- 
cerning  grade   classifications. 

The  results  of  the  tests  in  arithmetic  and  reading  arc  presented  in 
Tables    14   to    IH,  and   are  considered   in   Chapter   III. 

IV.  Teachers'  Judgments. 

Tile  teachers  of  all  pupils  concerned  in  this  investigation  were  asked 
to  enter  on  a  special  blank  their  judglnents  of  each  pupil's  (a)  intelligence, 
(b)  scholarship,  and  (c)  industry.  All  such  judgments  were  checked 
against  the  pupil's  record  on  the  intelligence  tests  and  on  the  achieve- 
ments tests.  Wherever  discrepancies  were  found  or  conflicts  were 
manifest  a  searching  examination  was  made  to  locate  its  cause  and  to 
determine  the  correct  status  of  the  pupil.  In  a  few  cases  the  teachers' 
judgments  served  to  call  attention  to  errors  in  the  test  records.  In 
many  cases  the  tests  proved  conclusively  that  the  teachers'  judgments 
were  wrong.  In  all  cases  the  teachers'  judgments  and  the  test  rec- 
ords served  as  valuable  checks  for  the  detection  of  error. 

After  all  the  information  had  been  secured  by  the  means  outlined 
above  and  tabulations  were  completed  a  careful  study  was  made  of 
the  capacities  and  educational  status  of  each  pupil  in  the  schools 
and  his  records  entered  on  a  specially  prepared  record  sheet.  .  For 
each  pupil  in  the  schools  a  separate  record  sheet  was  prepared  all  in- 
formation concerning  that  child  being  entered  thereon  in  such  a  way 
that  his  standing  could  be  compared  with  the  norms  for  the  various 
grades  bf  the  school.  Finally  a  definite  recommendation  was  made 
for  the  grading  and  classification  of  each  pupil.  These  record  sheets 
and  recommendations  were  placed  in  the  hands  of  the  superintendent 
of  schools  for  his  guidance  in  the  reclassification  of  pupils. 


CHAPTER   III. 


CONDITIONS  DISCLOSED. 

T.  The  Chronological  Age  of  Pupn.s, 

One  of  the  first  things  to  attract  the  attention  of  the  investigators 
was  the  obvious  disparity  of  age  in  pupils  of  the  same  grades  in  the 
Winchester  Schools.  A  careful  examination  showed  that  the  situa- 
tion was  as  indicated  in  Table  3,  which  shows  that: 

(1)  There  is  a  range  of  at  least  six  years  between  the  youngest 
pupil  and  the  oldest  pupil  in  any  grade  from  the  first  to  the  eighth, 
in  the  second  grade  the  range  of  ages  being  greatest — nine  years. 

(2)  In  each  grade  from  the  first  to  the  eighth  the  median  age  is  at 
least  one  year  above  the  national  standard  for  that  grade. 

(3)  On  the  basis  of  a  two-year  span  for  each  grade  (e.  g.,  six  to 
seven  for  the  first  grade,  seven  to  eight  for  the  second  grade,  etc.) 
forty  per  cent  of  all  pupils  in  grades  one  to  eight  are  older  than 
they  should  be  for  the  grades  in  which  they  are  located,  the  lowest 
percentage  being  31%  in  grade  four  and  the  highest  percentage  be- 
ing found  in  grade  eight,  54%.  In  grades  six  and  eight  there  are 
actually  more   pupils   over-age    than   of   normal   age. 

(4)  In  grades  one  to  eight  only  a  little  more  than  one-half  of  the 
pupils  are  of  normal  age  for  the  grades  in  which  they  are  located. 

(5)  In  the  first  grade  arc  found  pupils  of  ages  all  the  way  from 
six  to  twelve;  in  the  second  grade  from  seven  to  sixteen;  in  the  sixth 
grade  from  nine  and   a  half  to  eighteen. 

(6)  Pupils  twelve  years  of  age  are  found  in  every  grade  from  the 
first  to  the  eighth  and  in  general  pupils  of  any  year-age  from  eight 
to   sixteen   are    scattered   over   at   least    five   grades   of   the   schools. 

Such  conditions  seriously  limit  at  the  start  the  effectiveness  of 
education  which  can  be  provided  in  any  grade.  It  is  an  utter  im- 
possibility for  any  teacher  to  provide  effective  instruction  to  pupils 
who  vary  so  widely  in  age  and  maturity.  Until  these  conditions 
are  remedied  cfTectivc  education  cannot  be  provided. 

One  remedy  fur  such  conditions  is  found  in  provisions  by  which 
children  can  be  brought  into  school  to  begin  their  school  education 
at  the  proper  age.  An  investigation  of  the  entering  ages  of  children 
now  in  the  first  and  second  grades  gave  the  figures  presented  in  Tabic 
4.  All  grades  are  considered  in  Table  T).  Those  figures  show  the 
following  facts: 

(1)  Of  the  231  cases  considered  7  (or  y'f)  had  entered  when  they 
were  five  years  of  age,  91  (or  30*^')  when  they  were  in  their  sixth  year, 
75  (or  32%)  when  they  were  in  tlieir  seventh  year,  37  (or  Ifi''') 
when   they  were  in   their  eighth   year.   8   (or  4*^/)   when   they   were  in 


18  I'SVCIIOI.or.lCAI.   AND   ICDUCATIOXAL  TF.STS 

tlicir  iiiiitli  year,  aiid  l.'i  (or  6  a  )  when  they  were  over  nine  years  of 
.iKc.  In  all  ")S  (or  2i)%) — one-quarter  of  all  pupils  had  entered  school 
when  more  than  seven  years  of  age. 

(2)  Of  pupils  in  all  grades  from  the  first  to  the  eighth  179  (or 
23.57p) — nearly  one-quarter — had  entered  school  when  more  than 
seven  years  of  age. 

(3)  The  median  age  of  entrance  for  pupils  now  in  any  grade  of 
the  school  was  approximately  seven. 

As  long  as  pupils  enter  school  at  almost  any  age  and  as  long 
as  the  tendency  is  to  enter  school  a  year  late  (according  to  the 
national  standard),  education  in  the  city  schools  of  Winchester  will 
be  handicapped  (a)  by  delayed  education,  (b)  by  very  heterogeneous 
instructional  groups,  (c)  by  the  limited  education  which  can  be 
provided   before   older  pupils  begin   to  leave   school. 

II.  Conditions  Shown  bv  Group  Psychological  Tests. 

In  Tables  7  to  13  are  presented  figures  showing  the  results  of  the 
group  psychological  tests  described  in  Chapter  II.  From  those  tables 
and  from  figures  derived  therefrom  and  presented  in  Tables  19  to  29 
the    following   facts   are    clear: 

(1)  Pupils  now  located  in  the  same  grade  and  class  differ  so  greatly 
in  the  mental  capacitites  measured  bj^  the  group  psychological  tests 
that  in  the  first  grade,  for  example,  pupils  are  found  varying  all  the 
way  from  a  score  of  1  to  a  score  of  42  on  Test  G-1,  in  the  second 
grade  all  the  way  from  14  to  47,  in  the  third  grade  fromi  15  to  47,  and 
in  the  fourth  grade  from  17  to  56.  Similar  variability  is  evident  from 
all  the  tables  for  the  tests  given.  All  grades  are  widely  heterogeneous 
with  respect  to  the  mental  capacities  of  their  pupils.  See  especially 
Table  19. 

(2)  Pupils  receiving  the  same  scores  on  the  various  group  psy- 
chological tests  are  found  scattered  through  four  or  five  (perhaps 
more)  grades  of  the  schools.  E.  g.,  pupils  receiving  scores  of  31 
to  35  on  Test  G-S  are  distributed  as  follows:  10  in  grade  one,  14  in 
grade  two,  32  in  grade  three,  and  28  in  grade  four,  though  such 
scores  are  approximately  at  the  median  score  for  grade  four.  Like- 
wise pupils  receiving  scores  of  51  to  55  on  Test  G-5  are  distributed 
as  follows:  7  in  grade  four,  12  in  grade  five,  16  in  grade  six,  18  in 
grade  seven,  and  5  in  grade  eight,  though  such  scores  are  approxi- 
mately the  median  for  grade  six. 

(3)  In  any  grade,  as  measured  by  any  of  the  group  psychological 
tests,  pupils  are  found  with  scores  at  or  below  the  median  for  pupils 
in  a  grade  one,  two,  three,  even  four,  grades  below  the  grade  in 
which  they  are  located.  Thus,  for  Test  G-1,  68  pupils  are  found  in 
grade  four  (74'~J  per  cent  of  the  fourth  grade  pupils)  whose  scores  are 
at  or  below  the  median  score  for  pupils  in  grade  three.  Thus  also 
for  Test   G-5.   18   pupils   of  grade   eight    (ZS^c   of  all   pupils   in  grade 


IN    THE    PUBLIC    SCHOOLS    OF    \VI  NCIII- STKU  19 

eight)  have  scores  at  or  below  the  median  score  for  pupils  in  grade 
seven,  H)  (2l7r  of  all)  have  scores  at  or  below  the  nudian  score  lor 
pupils  in  grade  six,  2  (i%  of  all)  have  scores  at  or  below  the  median 
score  for  pupils  in  grade  five,  and  one  pupil  has  a  .score  below  the 
median  score  for  pupils  in  grade  four. 

(4)  In  any  grade,  as  measured  by  any  of  the  group  psychological 
tests  pupils  are  found  with  scores  at  or  above  the  median  score  for 
pupils  in  a  grade  one,  two,  three,  even  four,  grades  above  the  grade 
in  which  they  are  located.  Thus,  for  Test  G-l^t,  28  pupils  (25%  of  all 
pupils  in  the  grade)  are  found  in  grade  one  whose  scores  are  at  or 
above  the  median  score  for  pupils  in  gralde  two,  12  (129'  of  all)  whose 
scores  are  at  or  above  the  median  score  for  grade  three,  and  5  pupils  (.y/< 
of  all)  whose  scores  are  at  or  above  the  median  score  for  pupils  in 
grade  four.  Thus  also,  for  Test  G-5,  ;i2  pupils  (Htj%  of  all  in  the 
grade)  are  found  in  grade  four  whose  scores  are  at  or  above  the 
median  score  for  pupils  in  grade  five,  five  pupils  {C>%  of  all)  whose 
scores  are  at  or  above  the  median  score  of  pupils  in  grade  six,  2 
pupils  (2%  of  all)  whose  scores  arc  at  or  above  the  median  score 
for  grade  seven,  and  (Hie  pupil  whose  score  is  above  the  median  score 
of  pupils  in  the  eighth  grade. 

(5)  For  any  of  the  psychological  tests  employed  the  percentage  of 
pupils  whose  scores  fall  within  the  limits  set  by  the  median  score 
for  the  grade  below  and  the  median  score  for  the  grade  above 
any  given  grade  ranges  from  42.6  per  cent  for  Test  G-6 
to  75.0  per  cent  for  Test  G-4.  This  means  that  for  any  of 
the  tests  from  more  than  one-half  to  about  one-quarter  of  the 
scores  in  any  case  fall  below  the  median  of  the  grade  below  or  rise 
above  the  median  of  the  grade  above.     See   Table  29  especially. 

The  meaning  of  these  facts  is  obvious.  The  results  of  the  group 
psychological  tests  show  clearly  that  the  classification  of  pupils  by 
grades  in  the  schools  of  Winchester  has  far  too  little  relation  to  the 
mental  capacities  to  permit  effective  instruction.  The  great  over- 
lapping of  capacities  found  is  shown  diagrammatically  in  Figures 
1-7.  The  importance  of  special  school  training  in  this  connection 
is  considered  below. 

The  results  of  the  grouj)  psychological  tests  also  show  that  pupils 
of  widely  differing  capacities  are  grouped  for  instruction  in  the 
same  grade  and  in  the  same  class  section.  Pupils  whose  mental 
capacities  differ  so  widely  that  some  pupils  can  secure  a  score  of 
forty  or  fifty  points  while  some  of  their  class  fellows  can  secure  a 
score  of  less  than  ten  on  the  same  tests  cannot  be  instructed  in  the 
same   class   without  great   (Iania.L,'(>   to   both. 

ITT.  Conditions  Shown  r.v  Tin:  Inpivipu.m.  Psych oixk;icai.  Tests. 

In  general  the  conditions  shown  by  the  group  psychological  tests 
are  substantiated  by  the  more  searching  and  more  reliable  individual 


20  PSYCIIOLOGICAI,   AND   KDUCATIOXAI,   TKSTS 

psychological  tests.  The  extremes  of  differences  found  arc  indicated 
in  Table  C  which  shows  the  wide  differences  between  the  least 
capable  and  the  most  capable  pupils  in  each  grade — the  range  in 
no  case  being  less  than  three  j'cars  in  mental  age  and  running  as 
high  as  five  years,  or,  perhaps,  even  as  high  as  seven  years,  in 
mental  age.  The  table  of  Intelligence  Quotients  in  Table  6  also 
shows  the  great  range  of  intelligence  among  pupils  of  the  same 
grade,  and  frequently  of  the  same  instructional  class. 

Since  individual  psychological  tests  were  given  in  the  beginning 
to  tliosc  pupils  only  whose  cases  appeared  to  indicate  marked  inferiority  or 
superiority,  and  to  those  whose  cases  appeared  doubtful  or  crit- 
ical, no  complete  tabulation  of  results  for  all  pupils  is  possible 
here.  Plans  for  the  completion  of  the  individual  testing  involved 
gradual  testing  of  pupils  throughout  the  school  year  rather  than 
at  one  time  and  certain  of  the  Winchester  teachers  were  trained 
for  tliat   purpose. 

From  the  individual  psychological  tests  already  completed  the  fol- 
lowing facts  have  been  derived  and  deserve  attention: 

(1)  In  almost  every  grade,  probably  in  every  grade,  pupils  whose 
mental  test  shows  an  intelligence  bordering  on,  if  not  actually  of, 
feeble-mindedness,  pupils  of  normal  intelligence,  and  pupils  of  superior 
intelligence  are  being  educated,  or  rather  the  attempt  is  being  made 
to  educate  them,  in  the  same  classes.  Thus  in  grade  one  are  found, 
among  others,  two  pupils  with  an  "I.  Q."  of  below  L60,  four  pupils 
with  an  "I.  Q."  between  .61  and  ,70,  five  pupils  with  an  "I.  Q." 
between  .71  and  .80,  nine  pupils  with  an  "I.  Q."  between  .81  and  .90, 
ten  pupils  with  an  "I.  Q."  between  .91  and  1.00,  three  pupils  with  an 
"I.  Q."  between  1.01  and  1.10,  five  pupils  with  an  "I.  Q."  between 
1.11  and   1.20,  and   one   pupil  with  an  "I.   Q."  of   1.21. 

(2)  In  grade  one  there  are  at  least  six  children  whose  mentalities 
are  those  of  the  feeble-minded  or  moron,  *in  the  second  grade  there 
are  at  least  nine,  in  the  third  grade  there  are  at  least  two,  in  the 
fourth  grade  no  case  was  discovered,  in  the  fifth  grade  there  are  at 
least  two,  in  the  sixth  grade  there  are  at  least  three,  and  in  the 
seventh  grade  there  is  at  least  one.  These  should  all  be  placed  either 
in  a  special  institution,  or  in  special  classes   for  their   own   sakes. 


*Note:  These  statements  concerning  feeble-mindedness  are.  of 
course,  based  solely  on  the  individual  psj-chological  tests.  There 
is  a  small  proportion  of  children  who  may  pass  the  tests  and  on  other 
grounds,  chiefly  of  a  clinical  nature,  be  judged  feeble-minded.  Sim- 
ilarly there  is  a  small  proportion  of  children  who  may  fail  to  pass 
the  tests  but  on  other  grounds  cannot  be  considered  feeble-minded 
When,  however,  these  results  are  supported  by  retardation  in  school 
and  failure  in  school  accomplishments,  the  school  authorities  cannot 
do  otherwise,  in  the  absence  of  medical  opinion  to  the  contrary,  than 
diagnose  them  as  special  class  cases. 


IX    THE    rUBLIC    SCHOOLS    OF    WINCHESTER  J 1 

(3)  In  the  first  grade  (taking  that  grade  for  an  example  of  di- 
versity) there  are  at  least  seventeen  pupils  with  a  mental  age  of 
less  than  seven  and  at  least  eight  pupils  with  a  mental  age  of  more  than 
eight.     Such  diverse  mentalities  cannot  be  taught  together  effectively. 

IV.   Conditions   Shown  bv   Tests  in   Reading  and   .\rithmetic. 

Obviously  the  grade  classification  of  pupils  cannot  be  determined 
solely  by  the  general  intelligence  of  puj^ils,  and,  therefore,  tlie  re- 
sults of  the  psychological  tests  above  considered  cannot  tell  the 
whole  story.  The  information  gained  from  the  psychological  tests 
must  be  considered  in  its  relation  to  certain  specific  abilities  in- 
volved in  school  studies.  The  most  important  of  these  are  reading 
and  arithmetic. 

What  are  the  conditions  shown  by  tests  in  Reading  and  .\rithmetic 
in  the  Winchester  Schools? 

(a)  Reading:  In  Tables  14-l.j  are  presented  figures  showing  the 
results  of  the  Monroe  Tests  for  Comprehension  and  Rate  (.\mount) 
of  Reading.  In  Table  27  also  certain  figures  derived  from  the  basal 
tables  are  presented.  Those  figures  show  the  following  important 
facts: 

(1)  Table  15  shows  that  for  comprehension  in  reading  pupils 
in  each  grade  from  the  third  to  the  eighth  vary  widely,  the  range 
from  the  lowest  pupil  to  the  highest  pupil  being  from  zero  to  fourteen 
in  the  third  grade,  from  zero  to  twenty-seven  in  the  fourth  grade. 
from  two  to  twenty-seven  in  the  fifth  grade,  from  four  to  thirty-nine 
in  the  sixth  grade,  from  two  to  forty-six  in  the  seventh  grade,  and 
from  eight  to  forty-two  in  the  eighth  grade.  See  especially 
Table  19. 

(2)  Table  1')  also  shows  that  for  comprehension  in  reading  pupils 
of  approximately  the  same  degree  of  ability  are  scattered  over  many 
grades,  sometimes  all  the  way  from  the  lowest  grade  to  the  highest. 
Thus,  pupils  having  scores  between  11  and  1.")  are  distributed  as 
follows:  4  in  the  third  grade,  30  in  the  fourth  grade,  35  in  the  fifth 
grade,  24  in  the  sixth  grade,  9  in  'the  seventh  grade,  and  8  in  the  eighth 
grade — though  such  scores  are  approximately  the  median  <:■•'■-<  •■>•• 
the   fourth   and   fifth  grades. 

(3)  Table  27  shows  that  in  any  grade  from  the  third  to  the  eighth 
pupils  are  found  with  comprehension  ability  in  reading  at  or  below 
the  median  for  pupils  in  a  grade  one,  two,  three,  four,  or  five  grades 
below  the  grade  in  which  they  are  located.  Thus  of  pupils  in  the 
eighth  grade  1  pupil  is  at  or  below  the  median  for  the  fourth  grade.  .T 
at  or  below  the  median  for  the  fifth  grade,  twelve  (25'";)  below  the 
median  for  the  sixth  grade,  and  thirty-three  (7'^^)  at  or  below  the 
median   for   the   seventh    grade. 


22  PSVCIIOI.OGICAI,  AND   EDUCATIONAL  TKSTS 

(4)  Tahle  :.'7  also  sliovvs  lliat  any  grade  from  tlie  tliird  to  the  eighth 
pupils  arc  found  with  comprehension  ability  in  reading  at  or  above 
the  median  for  i)upils  in  a  grade  one,  two,  three,  four,  or  five  grades 
above  the  grade  in  which  they  are  located.  Thus  of  pupils  in  the 
fourth  grade  thirty-one  are  at  or  above  the  median  for  pupils  in  the  fifth 
grade,  nine  at  or  above  the  median  for  pupils  in  the  sixth  grade,  one 
at  or  above  tlu'  median  for  'pupils  in  the  seventh  grade,  and  two  at  or 
above   tiic  median   for  pupils   in   the  eighth  grade. 

(a)  Table  12!)  shows  that  the  proportion  of  pupils  whose  compre- 
hension ability  in  reading  falls  within  the  limits  set  by  the  median 
for  the  grade  below  and  that  set  for  the  grade  above  is  57.3  per  cent. 
This  means  that  over  two-fifths  of  all  pupils  fall  below  the  median 
of  the  grade  below  or  rise  above  the  median  of  the  grade  above  that 
in  which  they  are  located. 

(6)  Table  14  shows  that  for  the  amount  read  within  the  time  limits 
of  the  test  pupils  in  each  grade  from  the  third  to  the  eighth  vary 
widely,  the  range  from  the  lowest  to  the  highest  pupil  being  from  0 
to  87  in  the  jthird  grade,  from  0  to  127  in  the  fourth  grade,  from  15 
to  141  in  the  fifth  grade,  from  54  to  146  in  the  sixth  grade,  from  54 
to  146  in  the  seventh  grade,  and  from  31  to  146  in  the  eighth  grade. 
See  especially  Table  19. 

(7)  Table  14  also  shows  for  the  amount  read  pupils  of  approxi- 
mately the  same  ability  in  reading  are  scattered  all  the  way  from 
the  lowest  to  the  highest  grades  in  some  cases.  Thus  pupils  having 
scores  between  81  and  90  are  distributed  as  follows:  1  in  the  third 
grade,  IG  in  the  fourth  grade,  12  in  the  fifth  grade,  25  in  the  sixth 
grade,  11  in  the  seventh  grade,  and  9  in  the  eighth  grade — though 
such  scores  fall  between  the  medians  of  the  fifth  and  sixth  grades. 

(8)  Table  27  shows  that  in  any  grade  from  the  third  to  the  eighth 
pupils  are  found  with  amount-of-reading  abilities  at  or  below  the 
median  for  pupils  in  grade  one,  two,  three,  four,  or  five  grades 
below  the  grade  in  which  they  are  located.  Thus,  of  pupils  in  the 
eighth  grade  thirty-eight  (81%)  have  scores  at  or  below  the  median 
of  the  seventh  grade,  twenty-seven  (58%)  have  scores  at  or  below  the 
median  for  the  sixth  grade,  seven  (15%)  have  scores  at  or  below  the 
median  for  the  fifth  grade,  two  have  scores  at  or  below  the  median  for 
the  fourth  grade,  and  one  has  a  score  at  or  below  the  median  for  the 
third  grade. 

(9)  Table  27  also  shows  that  in  any  grade  from  the  third  to  the 
eighth  pupils  are  found  with  amount-of-reading  abilities  at  or  above 
the  median  for  a  grade  one,  two,  three,  four,  or  five  grades  above  the 
grade  in  which  they  are  located.  Thus  of  pupils  in  the  fourth  grade 
thirty-seven  (42%)  have  scores  at  or  above  the  median  of  the  fifth 
grade,  seventeen  (19%)  have  scores  at  or  above  the  median  for  the 
sixth  grade,  two  have  scores  at  or  above  the  median  for  the  seventh 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER  23 

grade,  and  seventeen  (19 /c)  have  scores  at  or  above  the  median  for 
the  eightli  grade. 

(10)  Table  29  shows  that  the  proportion  of  all  pupils  whose 
amount-of-reading  abilities  fall  within  the  limits  set  by  the  median 
of  the  grade  below  and  that  of  the  grade  above  is  40. 7  per  cent. 
This  means  that  more  than  one-half  of  all  pupils  have  amount-oi- 
reading  abilities  which  either  fall  below  the  median  of  the  grade 
below  or  rise  above  the  median  of  the  grade  above  that  in  which  they 
are   located. 

(b)  Arithmetic:  In  Tables  16-18  are  presented  figures  showing  the 
results  of  the  Courtis  Standard  Tests  in  Arithmetic  and  certain  de- 
rived figures  are  presented  in  Table  28.  Those  figures  show  the 
following   facts — 

(1)  Tables  16-17  show  that  in  any  one  grade  are  found  pupils  whose 
arithmetical  abilities  vary  widely,  the  range  between  the  poorest 
pupil  and  the  best  pupil  for  addition  being  from  0  to  0  in  the  third 
and  fourth  grades,  from  0  to  8  in  the  fifth  grade,  from  0  to  11  in  the 
sixth  grade,  from  0  to  8  in  the  seventh  grade,  and  from  0  to  12  in 
the  eighth  grade.  For  other  processes  the  range  is  even  greater, 
especially  in  the  upper  elementary  grades  after  subtraction,  multi- 
plication, and  division  have  been  introduced.  E.  g.,  the  range  of 
abilities  in  division  in  the  seventh  grade  is  from  0  to  IS.  See  es- 
pecially Table  19. 

(2)  Tables  16-17  also  show  that  pupils  of  the  same  degree  ot 
arithmetical  abilities  in  addition,  subtraction,  multiplication,  and  di- 
vision arc  scattered  all  the  way  from  the  third  grade  to  the  eighth 
grade.  Thus  pupils  having  a  score  of  zero  are  found  in  every  grade 
from  the  third  to  the  eighth,  except  for  the  eighth  grade  in  sub- 
traction and  multiplication.  Thus  also  of  41  pupils  having  a  score 
of  5  in  multiplication  four  are  found  in  the  fourth  grade,  2  in  the 
fifth  grade,  1:5  in  the  sixth  grade.  1.")  in  the  seventh  grade,  and  7  in 
the  eighth  grade. 

(.3)  Table  28  shows  that  in  many  grades  pupils  are  found  with 
arithmetical  abilities  at  or  below  the  median  for  a  grade  one,  two, 
three,  four,  or  five  grades  below  the  grade  in  which  they  are  located. 
Thus  for  addition  of  49  pupils  in  the  eighth  grade  twenty-three  (AT^'r) 
have  scores  at  or  below  the  median  for  the  seventh  grade,  twenty- 
three  (47%)  have  scores  at  or  below  the  median  for  the  sixth  grade, 
eleven  (22%)  have  scores  at  or  below  the  median  for  the  fifth  grade, 
five  (10%)  have  scores  at  or  below  the  median  for  the  fourth  grade, 
and  two  have  scores  at  or  below  the  median  for  the  third  grade  Minh 
the  same  is  true  of  other  processes. 

(4)  Table  28  also  shows  that  in  many  grades  pupils  arc  ioiukI 
with  arithmetical  abilities  at  or  above  the  median  for  a  grade,  one, 
two,   three,   four,   or   five   grades   above    the   grade   in    which    they    arc 


24  PsvciioLOGiCAr,  and  educational  tests 

locatfd.  Tims  for  addition  of  HH  jjiipils  in  the  fourth  grade  24  (27%) 
havf  scores  at  or  above  the  median  for  grade  five,  ten  (12%)  have 
scores  at  or  above  tlic  median  for  grade  six,  four  have  scores  at  or 
above  tlie  median  for  grade  seven,  and  three  have  scores  at  or  above 
the  median  for  grade  eight.  Much  the  same  is  true  for  other  pro- 
cesses, except  as  the  amounts  of  superiority  are  afifected  by  later  in- 
troduction of  multiplication  and  division. 

(5)  Table  29  shows  that  the  proportions  of  pupils  whose  arithmetical 
abilities  fall  within  the  limits  set  by  the  median  of  the  grade  below 
and  that  of  the  grade  above  are:  for  addition  47.2  per  cent;  for  sub- 
traction 57.9  per  cent;  for  multiplication  56.4  per  cent;  for  division 
45.3  per  cent;  for  aggregate  scores  in  arithmetic  64.8  per  cent. 

The  facts  disclosed  by  the  tests  in  reading  and  arithmetic  indicate 
clearly  that  education  in  the  schools  of  Winchester  is  not  well  adapted 
to  the  varying  capacities  of  the  children  in  various  grades  of  the 
schools.  The  attempt  is  made  to  teach  in  the  same  classes  advanced 
forms  of  reading  to  pupils  whose  present  reading  abilities  range 
all  the  way  from  near-illiteracy  to  the  reading  abilities  of  the  average 
high-school  senior.  It  cannot  be  done.  Likewise  the  attempt  is 
being  made  to  teach  in  the  same  classes  the  more  complex  forms 
of  arithmetic  to  pupils  in  the  upper  grades  whose  abilities  in  the 
fundamental  operations  vary  all  the  way  from  nearly  zero  to  the 
abilities  of  the  skilled  accountant  or  bookkeeper.  Again  it  cannot 
be  done. 

Both  psychological  tests  and  subject  tests  show  clearly  that  there 
is  great  need  in  the  schools  of  Winchester  for  reform  in  the  grade 
classification  of  pupils,  in  the  formation  of  classes  for  instruction, 
and  in  the  adaptation  of  instruction  to  the  capacities  and  needs  of 
the  various  groups  of  pupils.  They  also  furnish  the  needed  informa- 
tion for  the  accomplishment  of  these  purposes. 

V.  The  Reli.^bilitv  oi-  Teachers'  Judgme(NTs. 

Teachers'  judgments  in  general  indicated  the  same  wide  variability 
in  the  capacities  and  achievements  of  pupils  in  the  same  classes  as 
was  indicated  by  the  psj'chological  tests  and  by  the  achievement 
tests   given   in   this   investigation.      Nevertheless   two   facts   are    clear: 

(a)  that  teachers  themselves  differ  in  ,their  ability  to  estimate  the  ca- 
pacities  and  achievements  of  the  pupils  under  their  instruction,   and 

(b)  that  in  a  large  proportion  of  cases  teachers'  judgments  cannot 
be  relied  upon.  This  is  shown  clearly  from  the  figures  presented 
in  Tables  30  and  31. 

In  Table  30  are  presented  figures  showing  divisions  of  the  classes 
(by  fifths)  into  which  fall  the  scores  received  bj'  pupils  who  were 
judged  by  their  teachers  to  be  of  average  intelligence — graded  C  by 
the  teachers.  In  all  forty-five  pupils  were  so  graded  by  the  teachers. 
Of  these  12  received  scores  on  Test  G-1  indicating  a  position  in  the 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER  25 

lowest  fifth  of  their  class,  9  received  scores  placing  them  in  tlie 
next  to  the  lowest  fifth  of  the  class,  8  received  scores  placing  them 
in  the  middle  fifth  of  the  class,  9  received  scores  placing  them  in  the 
next  to  the  highest  fifth  of  the  class,  and  7  received  scores  placing 
them  in  the  highest  fifth  of  the  class.  Much  the  same  situation  is 
indicated  by  the  scores  for  Test  G-2. 

Even  more  significant  are  the  figures  presented  in  Table  M.  In 
that  table  are  compared  the  ratings  given  by  teachers  and  the  In- 
telligence Quotients  of  130  pupils.  A  lack  of  close  correlation  is 
evident.  Thus  11  pupils  were  shown  by  the  Stanford-Hinvt  Intelli- 
gence Tests  to  have  an  Intolli^nncc  Quotient  between  .61  and  .05— 
probably  indicating  feeble-mindcdness  or  a  moron  status.  Three  of 
those  pupils  were  rated  in  the  lowest  part  of  their  classes  by  the 
teachers'  rating  for  intelligence,  three  were  rated  in  the  next  to 
the  lowest  fifth,  three  in  the  middle  fifth,  one  in  the  next  to  the  high- 
est fifth,  and  one  in  the  highest  intelligence  group.  Likewise,  of  17 
pupils  whose  intelligence  tests  >howcd  approximately  normal  intelli- 
gence (I.  Q.  between  .96  and  1.05)  one  was  rated  by  the  teachers  as 
belonging  in  the  lowest  fifth  of  the  pupils,  four  were  rated  as  belong- 
ing in  the  next  to  the  lowest  fifth,  tlirce  were  rated  as  belonging 
in  the  middle  fifth,  six  as  belonging  in  the  next  to  the  highest  fifth. 
and  three  were  rated  as  belonging  in  the  highest  fifth.  Likewise, 
also,  of  two  pupils  whose  superior  intelligence  was  indicated  by  In- 
telligence Quotients  between  1.26  and  l.'M)  one  was  rated  by  the 
teacher  as  btlonging  in  the  lowest  fifth,  while  the  other  was  rated 
as  belonging  in  the  highest  fifth.  l-'inally  the  pupil  receiving  the 
highest  rating  for  intelligence  by  the  test  was  placed  in  the  next  to 
the  highest  fifth  only — that  child  with  an  1.  Q.  of  1 :'):{  being  placed 
by  the  teaclicr  in  tlic  same  group  with  a  pupil  having  an  I.  Q.  of  .59. 

This  unreliability  of  the  teacher's  judgment  may  further  be 
illustrated  by  the  ratings  given  by  Teacher  X  who  assigned  a  grade 
of  A  to  one  pupil  having  an  I.  Q.  of  .06,  a  grade  of  D  to  another 
with  the  same  I.  Q.,  a  grade  of  E  to  another  p\ipil  having  an  I.  Q. 
of  .97,  a  grade  of  C  to  another  pupil  having  an  1.  Q.  of  .98— all 
four  of  those  pupils  having  almost  exactly  the  same  intelligence. 
Likewise,  Teacher  "S'  assigned  a  grade  of  B  to  one  pupil  having  an 
L  Q.  of  1.12,  to  another  having  an  1.  Q.  of  .19,  to  another  liaving 
an  L  Q.  of  .65,  and  to  another  having  an   1.  Q.  of  .'>9. 

The  importance  of  these  facts  is  emphasized  by  the  fact  that 
it  is  particularly  in  critical  cases  that  the  teacher's  judgment  is 
most  likely  to  he  unreliable,  e.  g..  in  the  case  of  an  over-age  pupil 
in  a  grade  where  his  intelligence  unconsciously  is  compared  with 
the  average  intelligence  of  younger  children,  or  in  the  case  of  an  iin- 
der-age  pupil  whose  intelligence  is  unconsciously  estimated  in  com- 
parison with  tiic  average  intelligence  of  older  pupils.  In  all  critical 
cases  the  teacher's  judgment  should  be  checked  up  by  objective 
standards   established   by   group   and    individual   tests. 


CHAPTER   IV. 


CONCLUSION  AND   RECOMMENDATIONS. 


Tlie  conditions  disclosed  by  the  various  psychological  and  educa- 
tional tests  given  show  that  effective  instruction  is  seriously  handi- 
capped, if  not  rendered  impossible,  in  the  public  schools  of  Win- 
chester because  of  defects  in  the  classification  of  pupils  in  grades 
and  classes,  because  of  failure  to  recognize  individual  differences 
among  pupils  in  the  same  grade  or  class,  and  because  those  two  defects 
prevent  the  proper  adaptation  of  instruction  to  pupils  of  varying  ca- 
pacities and  needs.  It  remains  to  make  recommendations  for  changes 
which  will  remedy  e.xisting  defects  and  render  effective  education 
possible. 

General  recommendations  are  as  follows: 

(1)  Provision  should  be  made  for  the  entrance  of  children  into 
school  more  nearly  at  a  standard  age  of  six.  Circumstances  over 
which  the  school  authorities  have  little  control  may  prevent  abso- 
lute unifo-rmity  in  this  but  parents  and  school  authorities  should 
recognize  that  original  diversity  in  maturity  among  pupils  in  the 
first  grade  must  handicap  tlie  work  of  the  schools  at  all  stages.  It 
should  be  possible  to  avoid  the  extremes  now  found  as  indicated  in 
Tables  3-6.  As  long  as  the  present  conditions  in  this  respect  con- 
tinue there  is  little  possibility  of  securing  in  grades  and  classes 
pupils  of  reasonably  homogenous  capacities,  maturity  and  needs. 
Reform  in  this  direction  need  not  await  a  State  law  for  compulsory 
attendance. 

(2)  Special  classes  should  be  organized  for  pupils  whose  intelli- 
gence is  markedly  sub-normal.  In  all  probability  it  is  possible  to 
organize  at  once  at  least  two  such  special  classes — one  for  younger 
pupils  now  found  in  the  lower  grades  (grades  one  to  three  or  four) 
and  one  such  class  for  older  pupils  now  in  grades  four  or  five  to  six 
or  seven.  Older  sub-normal  pupils  should  be  provided  for  in  the 
Junior  High  School  where  flexibility  in  class  selection  is  simpler. 
On  this  see  Recommendation    (4)   below. 

(3)  Wherever  the  number  of  pupils  in  any  grade  is  large  enough 
(and  this  is  true  for  all  grades  in  the  Elementary  School)  pupils 
should  be  divided  into  class  sections  so  that  there  is  at  least  one 
class  for  pupils  of  normal  mentality,  one  class  for  those  who  are 
of  mentality  below  normal  but  not  seriously  defective,  and  one  class 
for  pupils  of   superior  mentality. 

(4)  Provision  should  be  made  for  a  more  flexible  system  of  pro- 
motion   and    grade    classification.      In    particular   provision    should    be 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTKR  27 

made  for  the  removal  of  excessively  over-age  pupils  now  found  in 
the  lower  grades  to  some  form  of  work  in  the  Junior  High  School. 
It  is  necessarily  a  choice  of  evils,  but  it  is  better  to  place  backward 
pupils  of  older  age  in  some  courses  in  the  Junior  High  School  than 
to  retain  them  in  lower  grades  where  their  work  must  be  more  or 
less  limited  to  abstract  book  work  of  which  they  are  incapable.  -Needless 
to  say  this  cannot  be  done  unless  appropriate  practical  arts  work 
is  provided   for  them  in   the  Junior   High   School. 

(5)  I'sycliological  and  educational  tests  should  be  given  to  every 
child  entering  the  school  hereafter  and  all  doubtful  cases  should  bo 
reexamined  from  time  to  time.  With  few  exceptions,  every  pupil 
now  in  the  Elementary  or  Junior  High  School  has  been  tested. 
Continuous  testing  of  entrants  hereafter  should  be  a  relatively  simple 
task. 

(6)  Annually  at  the  close  of  each  school  year  standard  educational 
tests  in  reading,  arithmetic,  spelling,  handwriting,  and  such  other 
school  studies  for  which  adequate  objective  tests  exist,  should  be 
given,  so  that  an  annual  accounting  may  be  made  of  the  work  of  the 
schools,  li  the  proper  reorganization  of  grade  and  class  assign- 
ments is  made,  such  standard  tests  should  provide  an  accurate  meas- 
ure of  the  work  of  the  schools  objectively  judged. 

(7)  When  the  proper  re-classification  of  pupils  by  grades  and 
classes  is  made  and  when  the  special  classes,  slow-moving 
classes,  classes  of  normal  progress,  and  classes  of  rapid  progress 
have  been  established,  there  is  great  need  of  a  careful  adjustment  of 
instruction  to  the  needs  and  capacities  of  each  of  those  classes.  Pro- 
vision for  reorganization  to  meet  the  demands  of  the  recommenda- 
tions given  above  will  be  relatively  useless  unless  real  changes  arc 
made  in  the  instruction  provided  and  proper  adaptation  is  made  of 
instruction  to  the  needs  of  the  different  classes  organized. 

(8)  Provision  should  be  made  on  the  staff  for  one  or  more  per- 
sons skilled  in  the  application  of  psychological  and  educational  tests. 
A  beginning  of  this  was  made  through  the  training  of  several 
teachers   and   school   officers   in   this   investigation. 

The  school  authorities  of  the  City  of  Winchester  have  a  unique 
opportunity  to  demonstrate  in  a  thoroughgoing  fashion  the  pos- 
sibilities of  a  real  adai)tation  of  instruction  to  the  needs  and  ca- 
pacities of  cliildrcn.  There  can  be  no  doubt  that  the  practice  now 
found  througliout  tlie  country  is  socially  and  educationally  vicious. 
As  long  as  it  continues  there  can  be  but  one  result — the  neglect  of 
all  that  majority  of  pupils  whose  capacities  and  needs  do  not  receive 
attention  in  the  public  schools  and  whose  interests  are  sacrificed 
to  the  advantages  of  that  relatively  small  proportion  of  children 
who  may  look  forward  to  continued  education  in  High  School 
and    College. 


APPENDIX. 

TABLE  :5. 
SliowiiiK  the  distribution  by  age  and  grade  of  pupils  in   Winchester 
Klcnicnlary  Scliools,  as  of  Sept.  1,  1 919. 


Approxi-    Covering  ages 


nate  ;iKe 

in  nioi 

ths  an( 

in   years 

years 

I'roni 

To 

G.O 

.-.-lO 

0-3 

6.5 

(5-4 

6-9 

7.0 

()-10 

7-3 

7.5 

7-4 

7-9 

8.0 

7-10 

8-3 

8.5 

8-4 

8-9 

9.0 

8-10 

9-3 

9.5 

9-4 

9-9 

10.0 

9-10 

10-3 

10.5 

10-4 

10-9 

11.0 

10-10 

11-3 

11.5 

11-4 

11-9 

12.0 

11-10 

12-3 

12.5 

12-4 

12-9 

13.0 

12-10 

13-3 

13.5 

13-4 

13-9 

14.0 

13-10 

14-3 

14.5 

14-4 

14-9 

15.0 

14-10 

1  5-3 

15.5 

15-4 

15-9 

16.0 

15-10 

16-3 

16.5 

16-4 

16-9 

17.0 

16-10 

17-3 

17.5 

17-4 

17-9 

18.0 

17-10 
Petals 

18-3 

Medians 


Range  in 
years 


Per  cent  over-age^ 
Number  under  age 
Number  of  normal  age 

Number  over-age^ 
Per  cent  under  age 
Per  cent  of  normal  age 


G 

rades 

Totals 

1 

2 

3 

4 

5 

6 

7 

8 

18 

_ 

_ 

— 

_ 

- 

- 

- 

18 

25 

- 

- 

- 

- 

- 

- 

- 

25 

2-7 

8 

- 

1 

- 

- 

- 

- 

36 

14 

14 

.4 

- 

- 

- 

- 

- 

32 

20 

23 

20 

2 

- 

- 

- 

- 

65 

9 

1<> 

22 

2 

2 

- 

- 

- 

51 

9 

9 

17 

17 

2 

- 

- 

- 

54 

2 

9 

15 

13 

3 

1 

- 

- 

43 

- 

5 

10 

13 

7 

- 

- 

- 

35 

3 

6 

6 

20 

14 

5 

1 

- 

55 

- 

8 

10 

9 

19 

9 

1 

1 

57 

- 

3 

5 

7 

13 

11 

3 

- 

42 

1 

3 

4 

4 

14 

9 

7 

1 

43 

- 

3 

5 

4 

9 

11 

17 

- 

49 

- 

2 

3 

4 

11 

6 

18 

'2 

46 

- 

1 

1 

1 

7 

9 

13 

9 

41 

- 

1 

- 

1 

3 

11 

8 

6 

30 

- 

- 

- 

- 

2 

6 

4 

4 

16 

- 

- 

- 

1 

- 

6 

11 

5 

23 

- 

- 

1 

- 

4     , 

2 

4 

8 

19 

- 

1 

- 

- 

1 

2 

3 

8 

15 

- 

- 

- 

- 

- 

- 

2 

2 

4 

- 

- 

- 

- 

- 

- 

2 

3 

5 

- 

t- 

- 

- 

- 

- 

1 

1 

2 

- 

\— 

- 

- 

- 

1 

- 

- 

1 

128 

112 

123 

99 

Ill 

89 

95 

50 

807 

7  yrs. 

8  yrs. 

9  yrs. 

10  yrs. 

11  yrs. 

12  yrs. 

13  yrs. 

14  yrs. 

2  mos. 

7  mos-. 

3  mos. 

4  mos. 

7  mos. 

9   mos. 

■4.  mos. 

10  mos. 

6.0 

7.0 

7.5 

7.0 

8.5 

9.5 

10.5 

11.0 

6.0 

to 

to 

to 

to 

to 

to 

to 

to 

to 

12.0 

16.0 

15.5 

15.0 

16.0 

18.0 

17.5 

17.5 

18.0 

44 

51 

45 

31 

51 

43 

35 

27 

327 

0 

0 

4 

5 

7 

6 

5 

2 

29 

84 

61 

74 

63 

53 

40 

55 

21 

451 

34 

46 

37 

31 

46 

48 

37 

54 

40 

0 

0 

3 

5 

6 

7 

5 

4 

4 

66 

54 

60 

63 

48 

45 

58 

42 

56 

Note  1:  In  this  table  normal  age  is  estimated  on  the  basis  of  a  two- 
year  span,  i.  e.,  6-7  for  normal  age  is  in  the  first  grade,  etc.  The  over- 
age would,  of  course,  be  much  greater  on  the  basis  of  a  one-j^ear  span. 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER  29 


TABLE    4. 

Showing    the    number  of   pupils   now    in    grades    one    and    two    who 
entered  school  at  different  ages — Winchester  City. 

Grade 

Ages  1 
From                     To 

5  yrs.  4  mos.       5  yrs.  5  mos.       - 

5  yrs.  6  mos.       5  yrs.  11  mos.       1 

6  yrs.  0  mos.       6  yrs.  5  mos.     33 

6  yrs.  6  mos.       6  yrs.  11  mos.     32 

7  yrs.  0  mos.       7  yrs.  5  mos.     23 

7  yrs.  6  mos.       7  yrs.  11  mos.     12 

8  yrs.  0  mos.       8  yrs.  5  mos.     12 

8  yrs.  6  mos.       8  yrs.  11  mos.       7 

9  yrs.  0  mos.       9  yrs.  5  mos.       3 
9  yrs.  6  mos.       9  yrs.  11  mos.       1 

10  yrs.  0  mos.     10  yrs.  5  mos. 

10  yrs.  6  mos.     10  yrs.  11  mos. 

11  yrs.  0  mos.     11  yrs.  5  mos.       1 

11  yrs.  6  mos.     11  yrs.  11  mos.       - 

12  yrs.  0  mos.     12  yrs.  5  mos.       _                        -                        - 

12  yrs.  G  mos.     12  yrs.  11  mos.       -                        -    '                     - 

13  yrs.  0  mos.     13  yrs.  5  mos.       _                       _                       - 
13  yrs.  6  mos.     13  yrs.  11   mos.       1-1 
Total  number  of  cases  125                     106                    231 
Median   ages  6  yrs.               7  yrs.                 7  yrs. 

11    mos.  2  mos.  0.5  mos. 

Number  of  pupils  en- 
tering at  age  of  8 

years  or  above  25                     33                     58 
Per  cent  entering  at  age 

of  8  or  above  20%                  32%                  25% 


Grade 

Total   in 

2 

Grades    1-2 

1 

1 

5 

6 

It) 

48 

11 

43 

27 

50 

i:; 

25 

5 

17 

13 

20 

2 

5 

2 

3 

5 

5 

1 

1 

4 

5 

1 

1 

M)  I'SVCIIOI.OCICAI,   AND   KDUCATIONAL  TESTS 


TABLE  5. 

Showing  tlic  (.iitrancc-age   distribution   of  pupils  in   the   Winchester 

Schools,  grades  one  to  eight.  ' 

I'.ntracc               Grade  (irade    -Grade     Grade      Grade  Grade      Grade      Grade         Totals 

Age                   1  2              .{               4                5  6  7            8  No.       % 

5  1  G      0      20       14  13  7      6  76   10.0 

6  04  27      4:5      32      44  25  30      8  273  35.7 

7  35  40     33      29      22  31  30     17  237  30.8 

8  19  18     23      10      12  15  17     10  123  16.1 

9  4  4      5       4       7  2  1     3  30   3.9 

10  -  6      1       -       2  1  4      -  14   2.0 

11  1  5      1       -       2  -  2     -  11   1.4 

13              1  _______  1   0.1 

Totals                    125  106           114              95             103  87  91           44  765   100.0 

Median  age     6  yrs.  7  yrs.     7  yrs.      6  yrs.      6  yrs.  7  yrs.  7  yrs.     7  yrs.  6  yrs. 

11   mos.  2  mos.  0  mos.  11  mos.  10  mos.  2  mos.  1   mo.     5  mos.  11  mos. 
Number  en- 
tering at 

8  or  above            25  33             2)9              14               23  18  124           13  179     23.5 
Per  cent 
entering  at 

8  or  above           20.0  31.1          25.4           l4.7            22.3  20.7  26.4        29.6           23.5     


TABLE  6. 

Showing  for  grades  one  to  eight  of  the  \\'inchester  Public  Schools 
the  extremes  (a)  of  chronological  age,  (b)  of  mental  age,  and  (c)  of 
intelligence  quotient. 

Chronological  Mental  Intelligence 

age  age  Quotient 


Grade 

Lowest 

Highest  Range 

Lowest 

Highest  Range  Lowest  Highest  : 

Rang 

1 

5-11 

12-3 

7-4 

5-2 

8-11 

3-9 

.50 

1.20 

.70 

2 

6-10 

16-0 

9-2 

6-8 

9-9 

3-1 

.43 

1.20 

.77 

3 

7-4 

14-0 

6-6 

8-4 

11-4 

3-0 

.69 

1.25 

.56 

4 

8-0 

14-0 

6-0 

9-2 

12-4 

3-2 

.80 

1.35 

.55 

5 

8-8 

16-0 

7-4 

8-5 

13-9 

5-4 

.51 

1.4S 

.97 

6 

9-8 

18-2 

8-6 

9-5 

13-4 

3-11 

.62 

1.19 

.57 

7 

11-5 

17-6 

6-1 

9-8 

14-8 

5-0 

.58 

1.23 

.65 

8 

10-11 

17-8 

6-9 

10-2 

(17-3) 

7-1 

.54 

1.51 

.97 

Note: — Figures    in    years    and    months    for    chronological    age    and 
mental  age,  e.  g.  5-11  means  five  years  and  eleven  months. 


IN    THK    I'L'BLIC    SCHiMJl.S    OF    WINCHESTER 


M 


TABLE    7. 

Showing   the   distribution   of   scores   in   Test   (i-l    in   grades   one    to 
four  of  the  Winchester  Schools. 

Grade     Grade       Grade        Grade 


Scores 

1 

2 

3 

4 

1-    0 

9 

- 

- 

- 

6-10 

19 

- 

- 

- 

11-15 

27 

4 

1 

- 

16-20 

• 

21 

t 

- 

1 

21-25 

18 

16 

7 

2 

26-30 

7 

19 

2'J 

9 

31-35 

4 

:!4 

:;9 

23 

36-40 

3 

11 

27 

32 

41-45 

4 

9 

11 

12 

46-50 

- 

4 

3 

10 

51-55 

- 

- 

- 

2 

56-60 

- 

- 

- 

1 

Total  number 

of  cases 

112 

104 

117 

92 

Medians 

16.3 

:n.r 

:5;?.fi 

.IS.O 

TABLE  8. 
Showing  tiu'    distribution    of   scores   in   Test    G-2   in   grades   one    to 


four  of  the  Winchester  Schools. 

Scores 

1-  5 

6-10 
11-15 
16-20 
21-25 
26-30 
31-35 

Total  number  of  cases 
Medians 


Grade     Grade       Grade         Grade 


1 

•> 

3 

4 

14 

- 

- 

- 

36 

5 

1 

- 

33 

28 

11 

1 

16 

35 

32 

13 

8 

22 

47 

:n 

2 

» 

•J  2 

44 

- 

- 

•J 

2 

1  ()<) 

in 

iir. 

91 

11.7 

17.:. 

■2:.  \ 

26.0 

32 


PSVClIor.OGICAF,   AND   KDUCATION AI,   TF.STS 


TABLE  9. 

Sliowitip:   till'    (listril)ution    of   scores   in    Test    G-'i   in    grades   one    to 
four  of  the  Winclicstcr  Scliools. 


Grade 

Grade 

Grade 

Grade 

Scores 

1 

2 

3 

4 

1-  5 

9 

7 

1 

2 

6-10 

28 

8 

4 

- 

11-15 

7 

15 

10 

4 

16-20 

36 

17 

5 

3 

21-25 

15 

20     . 

16 

8 

26-30 

4 

15 

24 

14 

31-35 

10 

14 

32 

28 

36-40 

2 

4 

22 

27 

41-45 

- 

- 

3 

7 

46-50 

- 

- 

- 

1 

Total  number  of  cases 

Ill 

100 

117 

94 

Medians 

17.7 
TABLE  10. 

21.7 

30.5 

34.1 

•  Showing   the   distri])ution  of  scores 
six  of  the  W  inchester  schools. 


Scores  ' 

21-25 

26-30 

31-35 

36-40 

41-45 

46-50 

51-55 

56-60 

61-65 

66-70 

71-75 

76-80 

81-85 

86-90 

91-95 

96-100 

101-105 

106-110 

Total  number  of  cases 

Medians 


in   Test   G-4  in   grades   three  to 


Grade 

Grade 

Grade 

Gr; 

3 

4 

5 

6 

5 

- 

- 

- 

10 

- 

- 

- 

13 

2 

1 

- 

17 

5 

- 

- 

20 

6 

3 

- 

17 

6 

3 

- 

11 

9 

7 

1 

"s 

17 

10 

4 

2 

12 

11 

5 

4 

14 

14 

8 

1 

8 

22 

11 

2 

9 

15 

13 

- 

1 

6 

16 

- 

o 

4 

9 

- 

- 

1 

- 

110 

92 

99 

86 

43 

60 

70 

81 

IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTEk  55 


TABLE  11. 

Showing   the   distribution   of   scores   in   Test    C-.".   in   grades   four   to 
eight  of  the  Winchester  schools. 


Grade 

Grade 

Grade 

Grade 

t  1 1  a '  1  c 

Scores 

4 

."> 

<j 

7 

8 

16-20 

•> 

3 

- 

- 

_ 

21-25 

5 

6 

- 

_ 

_ 

26-30 

14 

tj 

1 

- 

1 

31-35 

11 

10 

- 

2 

_ 

36-40 

18 

11 

5 

2 

- 

41-45 

11 

17 

10 

3 

1 

46-50 

!.-> 

IS 

12 

8 

3 

51-55 

7 

12 

u; 

IS 

5 

56-60 

3 

y 

14 

11 

6 

61-65 

1 

5 

13 

8 

o 

66-70 

1 

1 

6 

1.'. 

19 

71-75 

- 

1 

J 

10 

8 

76-80 

- 

- 

1 

9 

2 

81-85 

- 

- 

1 

4 

- 

86-90 

- 

- 

1 

- 

- 

Total  number  of  cases 

88 

99 

85 

91) 

47 

Medians 

39 

43 

55 

61 

67 

TAl'.LK  12. 

Showing    the    distribution   of    scores    in    Test    G-t>    in    Rrades    six    to 
eight  of  the   W'inclicster  Schools. 


Scores 

16-20 

21-25 

26-30 

31-35 

36-40 

41-4.-) 

46-50 

51-55 

Number  of  cases 

Medians 


Grade 

Grade 

Grade 

6 

1 
1 

s 

1 

2 

14 

4 

- 

27 

16 

.s 

14 

23 

15 

17 

28 

14 

7 

15 

a 

2 

2 

1 

82 

90 

46 

3.S.8 

41.0 

39.6 

34  rsvciKti.oGiCAi,  and  kuucatioxai.  tksts 


TABLE  13. 
Showing    tlif    distribution    of   scores    in    Test    G-7    in    grades    six    to 
eight  of  the  Winchester  Schools. 

Scores 

ll-:2() 

21-30 

31-40 

41-50 

51-60 

61-70 

71-80 

81-90 

91-100 

101-110 

111-120 

121-130 

Total  number  of  cases 

Medians 


TABLE  14. 
Showing  the  distribution  of  scores  for  amounts  read  in  the  Monroe 
Reading  Tests  in  grades  three  to  eight  of  the  Winchester  Schools. 

Grade     Grade       Grade       Grade      Grade      Grade 


Grade 

Grade 

Gra 

6 

7 

8 

- 

2 

- 

5 

2 

- 

11 

1 

2 

27 

8 

3 

14 

17 

11 

14 

21 

13 

5 

19 

10 

7 

9 

5 

- 

5 

2 

- 

3 

2 

- 

3 

- 

- 

1 

- 

83 

91 

48 

50 

68 

67 

Scores 

3 

4 

5 

6 

7 

8 

0 

12 

1 

- 

- 

- 

- 

1-10 

3 

- 

-, 

- 

- 

- 

11-20 

5 

1 

1 

- 

- 

- 

21-30 

23 

1 

- 

- 

- 

- 

31-40 

22 

4 

3 

- 

- 

1 

41-50 

16 

7 

8 

- 

- 

- 

51-60 

21 

22 

15 

6 

5 

1 

61-70 

7 

14 

15 

6 

2 

5 

71-80 

4 

5 

15 

- 

- 

1 

81-90 

1 

16 

12 

25 

11 

9 

91-100 

- 

10 

13 

17 

13 

10 

101-110 

- 

2 

5 

9 

12 

7 

111-120 

- 

3 

4 

6 

13 

4 

121-130 

- 

2 

1 

- 

- 

- 

131-140 

- 

- 

- 

6 

7 

5 

141-150 

- 

- 

4 

9 

26 

4 

No.  of  cases 

114 

88 

96 

84 

89 

47 

Medians 

31 

67 

76 

98 

119 

98 

IN    Tine    PLBLIC    SCHOOLS    OF    WINCHESTER  35 


TABLE  15. 

Showing  tlie  distribution  of  scores  for  comprehension  in  the  Monroe 
Reading  Test  in  grades   three  to  eight  of   tlie   Winchester  Schools. 

e       Grade 


Grade 

Grad 

Scores 

3 

4 

0-0.9 

30 

1 

1-5 

58 

15 

(J-IO 

22 

30 

11-15 

4 

30 

16-20 

- 

10 

21-25 

- 

1 

26-30 

- 

1 

31-35 

- 

- 

36-40 

- 

- 

41-45 

- 

- 

46-50 

- 

- 

Xo.  of  cases 

114 

88 

Medians 

3.2 

10.4 

Grade 

Grade 

Grade 

G 

1 

8 

1 

1 

_ 

(3 

•» 

1 

24 

9 

8 

29 

15 

14 

12 

i: 

10 

I'l 

10 

9 

4 

16 

o 

•> 

15 

2 

96  84  89  47 

13.0  18.0  25.3  21.1 


36  PSYCHOLOGICAL  AND   HDUCATIOXAI,   TKSTS 


TABLE  16. 

Sliowing    tlic    distribution    of    scores    in    addition    and    subtraction 
(Rights)  Courtis  Arithmetic  Tests  in  Winchester  Schools,  grades  3-8. 


ADDITION 

SUB 

TRAC 

TION 

Grade 

Grade 

Grade 

Grade 

Grade 

Grad 

i  Scores 

Grade 

Grade 

Grade 

Grade 

Grade 

Grac 

3 

4 

5 

6 

7 

8 

3 

4 

5 

6 

7 

8 

78 

30 

22 

13 

9 

2 

0 

107 

48 

26 

8 

7 

- 

18 

23 

12 

10 

6 

3 

1 

4 

10 

22 

7 

6 

1 

12 

11 

24 

10 

8 

6 

2 

1 

12 

16 

10 

8 

2 

3 

14 

19 

9 

15 

8 

3 

- 

7 

13 

13 

7 

1 

1 

6 

7 

19 

9 

4 

4 

2 

6 

9 

11 

7 

3 

1 

1 

7 

9 

18 

6 

5 

- 

2 

3 

8 

12 

6 

1 

■; 

- 

7 

13 

7 

6 

- 

3 

3 

11 

12 

1 

- 

- 

3 

4 

10 

4 

7 

- 

- 

2 

O 

4 

6 

- 

- 

1 

1 

3 

6 

8 

- 

- 

- 

2 

6 

7 

- 

- 

- 

- 

- 

1 

9 

- 

- 

1 

5 

6 

6 

- 

- 

- 

- 

- 

1 

10 

- 

- 

- 

3 

10 

6 

- 

- 

- 

1 

- 

- 

11 

- 

- 

- 

- 

2 

4 

- 

- 

- 

- 

- 

1 

12 

- 

- 

- 

2 

2 

- 

- 

- 

- 

- 

- 

13 

- 

- 

- 

1 

- 

2 

- 

- 

- 

- 

- 

- 

14     . 

- 

- 

- 

- 

1 

1 

- 

- 

- 

- 

- 

- 

15 

- 

- 

- 

- 

1 

1 

- 

- 

- 

- 

- 

- 

16 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

17 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

18 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

19 

- 

- 

- 

- 

_ 

_ 

- 

- 

- 

- 

- 

- 

20 

- 

- 

- 

1 

— 

_ 

114 

88 

95 

83 

91 

49 

Totals 

114 

88 

95 

83 

91 

49 

0.7 

1.6 

2.6 

4.0 

4.4 

5.3 

Medians 

0.5 

0.9 

2.0 

4.4 

5.7 

8.7 

4 

5 

(5 

7 

50 

29 

7 

3 

23 

25 

14 

3 

7 

15 

8 

7 

o 

15 

12 

3 

2 

8 

10 

9 

4 

o 

13 

15 

- 

- 

9 

14 

- 

1 

4 

14 

_ 

_ 

;; 

10 

IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER 


TABLE  17. 

Showing    the    distribution    of    scores    in    Multiplication    and    division 
(Rights)  Courtis  Arithmetic  Tests  in  Winchester  Schools,  grades  3-8. 

MULTIPLICATION  DIVISION 

Grade  Grade  Grade  Grade  Grade  Grade  Scores  Grade  Grade  Grade  (irade  Ciradc  Grade 

8  3              4              5            6              7              8 

I)  114             70            5tj          Hi              C              2 

1              1  -              7            21             6              4               1 

22  -59            9              52 

13  -              -              8            9               8              4 

7             4  -              -              -          12             13              4 

7  5  -              -              -            7              «".              3 

8  G  -              -               1             7               4               5 

4  7  ---657 

05  -  -  -  5  12  6 
--17  69  ---332 
---44  10  -__264 
--2-311  -_-l               ,-,              - 

--              2              -12  -             -             --              :>              5 

-----13  ----43 

__--_14  __-_2- 

--              -              _1C,  -              -              --               1               1 

-----IS  ---_1- 

88            95          83            91            49      Totals  114           88            95          S3            91            49 
0.9           1.8         4.0           6.4           6.9      Medians    0.0          0.6          0.9         4.2           7.0          7.7 


TAP.LK  IS. 

Sliowing  the  distribution  of  scores  for  aRgrcRatcs  (addition,  sub- 
traction, multiplication,  and  division)  in  Courtis  .\rithmctic  Tests 
(Rights)  in  \\  inrluster  Schools,  grades  3-8. 

Scores  Grade       Grade       Grade       Grade       Grade       Grade 

r,  7  8 

0 
1 
2 

3  4  15  5  I 

4  3  7  11  « 

5  _  8  8  3 


Grade 

Grade 

Grad 

.3 

4 

.5 

75 

1(1 

S 

18 

16 

9 

12 

10 

.") 

4 

15 

.) 

3 

7 

11 

_ 

8 

8 

<rni99 


38  PSVCIIOI,OGICAI<  AND   KDUCATIOXAI,  TESTS 


Scores 

Grade 

Grade 

Grade 

Grade 

Grade 

Grade 

6 

- 

4 

11 

3 

1 

- 

7 

1 

4 

5 

- 

- 

- 

8 

- 

4 

4 

2 

1 

- 

9 

- 

1 

6 

.'{ 

2 

- 

10 

1 

2 

2 

4 

2 

3 

11 

- 

- 

6 

5 

4 

- 

12 

- 

3. 

4 

4 

2 

- 

13 

- 

- 

2 

4 

5 

- 

14 

- 

- 

3 

3 

2 

1 

15 

- 

1 

2 

3 

1 

- 

16 

- 

- 

1 

1 

4 

2 

17 

- 

1 

- 

7 

1 

- 

18 

- 

- 

- 

1 

4 

2 

19 

- 

- 

1 

2 

3 

1 

20 

- 

- 

1 

2 

O 

1 

21 

- 

- 

- 

2 

3 

o 

22 

- 

- 

- 

4 

5 

6 

23 

- 

- 

- 

1 

3 

1 

24 

- 

- 

- 

3 

2 

3 

25 

- 

- 

1 

- 

2 

1 

26 

- 

- 

- 

- 

3 

- 

27 

- 

- 

- 

- 

3 

1 

28 

- 

- 

- 

- 

6 

2 

29 

- 

- 

- 

- 

5 

4 

30 

- 

- 

- 

- 

4 

4 

31 

- 

- 

- 

- 

1 

1 

32 

- 

- 

- 

- 

1 

1 

33 

- 

- 

- 

- 

5 

2 

34 

- 

- 

- 

- 

- 

2 

35 

- 

- 

- 

- 

1 

- 

36 

- 

-   ■  . 

- 

- 

1 

3 

37 

- 

- 

- 

- 

1 

1 

38 
39 
40 

- 

- 

- 

- 

2 

- 

_ 

_ 

_ 

_ 

2 

^ 

41 

- 

- 

- 

- 

1 

1 

42 
43 

44 

- 

- 

- 

- 

- 

1 

_ 

_ 

_ 

_ 

_ 

2 

45 

- 

- 

- 

- 

1 

- 

-51- 

-     ■ 

- 

- 

- 

1 

- 

Totals 

114 

86 

95 

71 

92 

49 

Medians 

0.8 

?,.5 

6.2 

12.5 

22.8 

26.0 

IX    TIIF.    PLRI.IC    SCHOOLS    OF    WINCHESTEk  39 


TABLE  19. 

Showing  the  extremes  and  medians  of  abilities  among  pupils  of  the 
same  grade  as  measured  by  the  Ability  Tests  G-1.  G-2,  G-3.  G-4, 
G-5,  G-6,  and  G-7.     Winchester  Schools,  Grades  one  to  eight. 

Tests         Scores       Grade  Grade  Grade  Grade  (.radc  Grade  Grade  Grade 

1  2  3  4  .J  <>  7  8 

G-1  Lowest  1  14  IT)  17 

Highest       4:2  47  47  .■.6 

Median         16  ::2  :{4  :!8  -  -  -  - 

G-2  Lowest  1  7  10  15  - 

Highest       30  28  M  32 

Median         12  18  23  26 

G-3  Lowest  12  .5  2  -  - 

Highest       40  39  44  48  -  - 

^Fedian         18  22  31  34  _  _  -  - 

G-4  Lowest  -  -  23  31  31  .53 

Highest         -  -  78  '.M  110        1((6 

Median  _  -  43  60  70  si  -  - 

G-r,  Lowest         -  -  -         17  19         ::•)         31         30 

Highest         -  -  -  68  71  ss  84  76 

Median  -  -  -  39  43  :,:,  61  ■: 

G-6  Lowest  -  -  -  -  -  24  20  24 


lighest 


Lowest 
Highest 


Addition   Lowest 
Highest 


53  54 


Median  -  -  -  -  -  36  41  40 


23  15  31 

89  121  105 


>[edian  -----  •"'"  ^^  '*'' 

Same  for  Arithmetic. 


0  0  0  (I  no 

6  6  s  II  •<          12 

Median          -           -          0.7  1.6  2.6  4.0  4.4         .•..:: 

Subtrac-     Lowest          -            -             0  0  0  o  0             I 

tion             Highest        -            -            4  6  9  13  15          14 

Median          -            -          0..5  0.9  •'  "  '  '  '  :         "^  • 


40  I'SVCIIor.OGFCAI,  AND   KDUCATIOXAL   TKSTS 

Miilti])li-    Lowest         -  - 

cation  Ili^lR'St         -  - 

Mt'diaii  -  - 


Division 

Lowest 

Highest 

Median 

Aritli. 

Lowest 

Totals 

Highest 

Median 

Reading 

Lowest 

Compre- 

Highest 

hension 

Median 

Reading     Lowest 
Amount     Highest 
Median 


0 

0 

0 

0 

0 

1 

] 

5 

7 

11 

12 

11 

0.5 

0.9 

1.8 

4.0 

G.4 

6.9 

0 

0 

0 

0 

0 

0 

0 

0 

6 

11 

18 

16 

0.0 

O.G 

0.9 

4.2 

7.0 

7.7 

0 

0 

0 

0 

2 

3 

10 

17 

25 

24 

51 

44 

0.8 

3.-) 

(3.2 

14.0 

22.8 

26.0 

r  Rea 

iding. 

0 

0 

2 

4 

2 

8 

].4 

27 

27 

39 

46 

42 

3.2 

10.4 

13.0 

18.0 

25.3 

21.1 

0 

0 

15 

54 

54 

31 

87 

127 

141 

140 

146 

146 

31 

67 

76 

98 

119 

98 

IN    TIIK    Pt.BLIC    SCH(X)LS    UF    WINCHESTER  41 


TABLE  20. 

Showing    certain    facts    concerning    the    pupils    of    Grades    1-4    of 
the    Winchester    Schools    according    to    their    scores    on    Test    G-1. 

Grade  ] :  112  pupils. 

Median    score    10 

Lowest   score    1 

Highest    score    42 

Number  at  or  above  the  median  score  for  grade  2 11 

Number  at  or  above   the  median   score   for  grade  '.i 8 

Number  at  or  above  the  median  score  for  grade  4 5 

Per  cent  at  or  above  the  median  score  for  grade  2 10 

Per  cent  at  or  above  the  median  score  for  grade  ;! 7 

Per  cent  at  or  above   the   median   score  for  grade   4 5 

Grade  2:  104  pupils. 

Median    score    32 

Lowest    score    14 

Highest    score    47 

Number  at  or  below  the  median  score  for  grade  1 4 

Number  at  or  above  the  median  score  for  grade   .! 38 

Number  at   or  above  the  median   score   for  grade   4 19 

Per   cent   at   or   below    the    median    score   for   grade    1 4 

Per  cent  at  or  above  the  median  score  for  grade  '.i 37 

Per  cent  at  or  above  the   median   score  for  grade   4 18 

Grade  :'.:   117  pupils. 

Median    score    34 

Lowest   score    15 

Highest    score    47 

Number  at  or  below  the  median  score  for  grade  1 1 

Number  at  or  below  the  median   score   for  grade  2 54 

Number  at  or   above   the  median  score   for  grade  4 31 

Per  cent   at    or   below    the   median    score   for   grade    1 1 

Per  cent  at  or  below  the  median  score  for  grade  2 46 

Per  cent  at   or  above   the   median   score  for  grade    l                             .  27 

Grade  4:  01  pupils. 

Median    score     38 

Lowest   score    17 

H  ighest    score    S8 

Number  at  or  below  the  merlian  score  for  grade  1 0 

Number  at  or  below  the  median  score  for  grade  2 17 

Number  at  or  below  the  median  score  for  grade  3.  .68 

Per  cent   at    or   below    the    median    score   for   grade    l 0 

Per  cent  at  or  below   the  median   score   for  grade  2 18 

Per  cent  at  or  below   the   median   score   for  grade  3 "' 

This  test  is  designed  primarily  for  jiupils  in  grades  1-3. 


42  PSVCIIOLOGICAL  AND   l^DUCATIOXAL  TESTS 


TABLE  21. 

Sliowing    certain    facts    concerning    tlie    pupils    of    Grades    1-4  of 
the    Winchester    Schools    according    to    tlieir    scores    on    Test    G-2. 

Grade  1 :  109  pupils. 

Median   score    12 

Lowest   score    1 

Highest    score    30 

Number  at  or  above   the  median   score  for  grade  2 24 

Number  at  or  above  the  median  score  for  grade  3 3 

Number  at  or  above  the  median  score  for  grade  4 2 

Per  cent  at  or  above  the  median  score  for  grade  3 22 

Per  cent  at  or  above  the  median  score  for  grade  3 3 

Per  cent  at  or  above  the  median  score  for  grade  4 2 

Grade  2:  94  pupils. 

IMedian   score    IT 

Lowest   score    7 

Highest    score    23 

Number  at  or  below  the  median  score  for  grade  1 16 

Number  at  or  above  the  median  score  for  grade  3 13 

Number  at  or  above  the  median   score  for  grade  4 4 

Per  cent  at  or  below  the  median  score  for  grade  1 17 

Per  cent  at  or  above  the  median  score  for  grade  3 13 

Per  cent  at  or  above   the   median   score  for  grade   4 4 

Grade  3:  115  pupils. 

Median   score    23 

Lowest   score    10 

Highest    score    31 

Number  at  or  below  the  median  score  for  grade  1 6 

Number  at  or  below  the  median  score  for  grade  2 ,  .  24 

Number  at  or  above  the  median  score  for  grade  4 24 

Per  cent  at   or   below   the   median   score   for   grade    1 5 

Per  cent  at  or  below  the  median  score  for  grade  2 21 

Per  cent  at  or  above  the   median   score  for  grade   4 21 

Grade  4:  91  pupils. 

Median   score    26 

Lowest   score    15 

Highest    score    32 

Number  at  or  below  the  median  score  for  grade  1 1 

Number  at  or  below  the  median  score  for  grade  2 3 

Number  at  or  below  the  median  score  for  grade  3 30 

Per   cent  at   or   below   the   median   score   for   grade    1 1 

Per  cent  at  or  below  the  median  score  for  grade  2 3 

Per  cent  at  or  below  the  median   score  for  grade   3 33 

This  test  is  designed  primarily  for  pupils  in  grades  1-3. 


IN    THK    PUBLIC    SCHOOLS    OF    WINCHESTER  43 


TABLE  22. 

Showing    certain    facts    concerning    the    pupils    of    Grades    1-4  of 
the    Winchester    Schools    according    to    their    scores    on    Test    G-3, 

Grade  1:  111  pupils. 

Median   score    l8 

Lowest   score    1 

Highest    score    40 

Number  at  or  above  the   median  score   for  grade  -'S 

Number  at  or  above  the  median  score  for  grade  ;; 12 

Number  at  or  above   the  median  score  for  grade  4 5 

Per  cent  at  or  above  the  median  score  for  grade  2 25 

Per  cent  at  or  above  the  median  score  for  grade  .{ 11 

Per  cent  at  or  above  the   median  score  for  grade  4..  .1 

Grade  2:  100  pupils. 

Median    score    ...  22 

Lowest   score    2 

Highest    score    39 

Number  at  or  below  the  median  score  for  grade  1 38 

Number  at  or  above  the  median  score  for  grade  '.i 20 

Number  at  or  above   the   median  score  for  grade  4..  .11 

Per  cent  at   or   below    the    median    score   for   grade    1 39 

Per  cent  at  or  above  the  median  score  for  grade  :i 20 

Per  cent  at  or  above  the  median  score  for  grade  4..  .11 

Grade  .'.:  1 17  pupils. 

Median    score    ...  30 

Lowest   score    5 

Highest    score    44 

Number  at  or  below  the  median  score  for  grade  1 17 

Number  at  or  below  the  median  score  for  grade  2 27 

Number  at  or  above   the  median   score  for  grade   4 38 

Per  cent   at   or   below   the   median    score   for  grade    1 15 

Per  cent  at  or  below  the  median  score  for  grade  2..  '3 

Per  cent  at  or  above-  ihe  median  score  for  grade    l                  '^3 

Grade  4:  04   pupils. 

Median   score    ^■* 

Lowes.t   score    - 

Highest    score    

Number  at  or  below  the  median  score  for  grade  1 
Number  at  or  below  the  median  score  for  grade  2.  .  . 

Number  at  or  below  the  median  score  for  grade  3 1 

Per  cent   at   or   below   the    median    score   for   grade    1 .  .  .  ^ 

Per  cent  at  or  below  the  median  score  for  grade  2.  12 

Per  cent  at  or  below  the  median  score  for  grade  3...  33 
This  test  is  designed  primarily  for  pupils  in  grades  1-3. 


44  rSVtIlol.OGICAI.   ANU   KDIJCATIONAI.   TESTS 


TABLE  23. 

Sliovving      certain      facts      concerning      pupils    in    grades      3-6  of 
the    Winchester    Schools    according    to    flieir    scores    on    Test    G-4. 

Grade  3:  110  pupils. 

Median    score     '43 

Lowest    score    23 

Highest   score    < 78 

Number  at  or  above  the  median   score  for  grade  4 9 

Number  at  or  above  the  median  score  for  grade  5 3 

Number  at  or  above  the  median  score  for  grade  6 0 

I'er  cent  at  or  above  the  median  score  for  grade  4 8 

Per  cent  at  or  above  the  median  score  for  grade  5 3 

Per  cent  at  or  above   the  median   score   for  grade  6 0 

Grade  4:  92  pupils. 

^ledian    score    60 

Lowest    score    31 

Highest  score    91 

Number  at  or  below  the  median  score  for  grade  3 10 

Number  at  or  above  the  median  score  for  grade  5 23 

Number  at  or  above  the  median  score  for  grade  6 4 

Per  cent  at  or  below  the  median  score  for  grade  3 ' 11 

Per  cent  at  or  above  the  median  score  for  grade  5 30 

Per  cent  at  or  above   the  median  score   for  grade  6 4 

Grade  5:  99  pupils. 

Median    score    70 

Lowest   score    31 

Highest  score    110 

Number  at  or  below  the  median  score  for  grade  3 2 

Number  at  or  below  the  median  score  for  grade'  4 24 

Number  at  or  above  the  median  score  for  grade  6 13 

Per  cent  at  or  below  the  median  score  for  grade  3 2 

Per  cent  at  or  below  the  median  score  for  grade  4 24 

Per  cent   at   or   above   the   median   score    for  grade   6 13 

Grade  6:  86  pupils. 

Median    score    81 

Lowest    score    53 

Highest  score    106 

Number  at  or  below  the  median  score  for  grade  3 0 

Number  at  or  below  the  median  score  for  grade  4 5 

Number  at  or  below  the  median   score   for  grade  5 18 

Per  cent  at  or  below  the  median  score  for  grade  3 0 

Per  cent  at  or  below  the  median  score  for  grade  4 6 

Per  cent   at   or   below   the   median   score   for   grade   5 21 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER  45 

TABLE  24. 

Showing     certain     facts     concerning     pupils     in     grades     4-S  of 
the   Winchester   Schools   according   to   their   scores   on   Test   0-5. 

Grade  4:  88  pupils. 

Median    score    .39 

Lowest    score    17 

Highest   score    68 

Number  at  or  above   the  median   score   for  grade   5 '.2 

Number  at  or  above  the  median  score   for  grade   6 '> 

Number  at  or  above  the  median   score    for  grade  7 -' 

Number  at  or  above   the  median   Score   for  grade  8 1 

Per  cent  at  or  above  the  median  score  for  grade  5 AG 

Per  cent  at  or  above  the  median  score  for  grade  6 6 

Per  cent  at  or  above  the  median  score  for  grade  7 "J 

Per  cent  at  or  above  the  median  score  for  grade   8 I 

Grade  5:  -99  pupils. 

Median    score    43 

Lowest    score    19 

Highest   score    ••  71 

Number  at  or  below  the  median  score  for  grade  4 r . . .  34 

Number  at  or  above  the  median  score   for  grade   6 20 

Number  at  or  above  the  median   score    for  grade   7 7 

Number  at  or  above   the  median  score   for  grade  S 2 

Per  cent  at  or  below  the  median   score   for  grade  4 34 

Per  cent  at  or  above  the  median   score  for  grade  •> 20 

Per  cent  at  or  above  the  median   score  for  grade  7 ' 

Per  cent  at  or  above  the  median  score  for  grade   8 .: 

Grade  6:  85  pupils. 

Median    score    *'»•' 

Lowest    score    -'^ 

Highest  score    ""^ 

Number  at  or  below  tiu-  median  score  for  grade  4 ' 

Number  at  or  below   tlu-   median   score    for  grade  .">.. 

Number  at  or  above  the  median   score   for  grade   7..  -• 
Number  at  or  above   the  median   score   for  grade  s..                      ..13 

Per  cent  at  or  below  the  niedian   score   for  grade   4.  •' 

Per  cent  at  or  below  the  median  score  for  grade   ">..  l  "> 
Per  cent  at  or  above  the  median  score  for  grade  7.                         .32 

Per  cent  at  or  above  the  median  score  for  gra<Ie   '^                           .  l.*- 

Grade  7:  90  pupils. 

Median    score    .  "l 

Lowest   score    " 

Highest   score    " ' 

Number  at  or  below  the  median  score  for  grade   »  ' 
Number  at  or  below  the  median   score   for  grade   .'> .  . 
Kumber  at  or  below   the   median   score   for  grade  '"• 


46  rsvciioi,oGiCAi<  and  kuucationai.  tests 

'NiinibiT  at  or  above   the  median  score  for  grade  8 41 

Per  cent  at  or  below  the  median  score   for  grade  4 4 

Per  cent  at  or  below  the  median   score  for  grade  5 8 

Per  cent  at  or  below  the  median  score  for  grade  6 36 

Per  cent  at  or  above  the  median  score  for  grade  8 46 

Grade  8:  45  pupils. 

Median    score    67 

Lowest    score    30 

Highest  score    76 

Nimiber  at  or  below  the  median  score  for  grade  4 1 

Number  at  or  below  the  median   strore   for  gcade   5 2 

Number  at  or  below  the  median   score  for  grade   6 10 

Number  at  or  below  the  median  score  for  grade  7 18 

Per  cent  at  or  below  the  median   score   for  grade  4 2 

Per  cent  at  or  below  the  median  score  for  grade  5 4 

Per  cent  at  or  below  the  median  score  for  grade  6 21 

Per  cent  at  or  below  the  median   score  for  grade   7 38 


TABLE  25. 

Showing     certain      facts      concerning      pupils      in    grades      6-8  of 
the  Winchester  .Schools  according  to  their  score's  in  Test  G-6. 

Grade  6:  82  pupils. 

Median    score    36 

Lowest    score    24 

Highest  score    53 

Number  at  or  above  the  median   score   for  grade  7 26 

Number  at  or  above  the  median  score  for  grade  8 31 

Per  cent  at  or  above  the  median  score  for  grade  7 32 

Per  cent  at  or  above  the  median  score  for  grade   8 38 

Grade  7:  90  pupils. 

Median    score    41 

Lowest    score    20 

Highest  score    53 

Number  at  br   below   the   median   score   for  grade    6 22 

Number  at  or  above   the  median  score  fbr  grade  8 51 

Per  cent  at  or  below  the  median  score  for  grade  6.... 24 

Per  cent  at  or  above  the  median  score  for  grade   8 57 

Grade  8:  46  pupils. 

Median    score    40 

Lowest    score    24 

Highest  score    '. 54 

Number  at  or  below  the  median  score   for  grade  6 17 

Number  at  or  below  the  median  score  for  .grade  7 29 

Per  cent  at  or  below  the  median  score  for  grade  6 35 

Per  cent  at  or  below  the  median  score  for  grade  7 60 


IN    THE    PUBLIC    SCHOOLS    OF    WINCHESTER  47 


TABLE  26. 

Showing    certain    facts    concerning    pupils    in    grades    6-8    of  the 
Winchester   Schools   according    to    their    scores    on   Test    G-7. 

Grade  <j:  83  pupils. 

Median     score     .' 50 

Lowest    score     22 

Highest    score    89 

Number  at  or  above  the  median  score  for  Grade  7 15 

Number  at  or  above  the  median  score  for  Grade  8 17 

Per  cent  at  or  above   the  median  score  for  Grade   7 18 

Per  cent  at  or  above  the  median  score  for  Grade  8 20 

Grade  7:  91  pupils. 

Median    score     68 

Lowest    score     15 

Highest   score    121 

Number  at  or  below  the  median  score  for  Grade  G 13 

Number  at  or  above  the  median  score  for  Grade  8 50 

Per  cent  at  or  below  the  median  score  for  Grade  0 14 

Per  cent  at  or  above  the  median  score  for  Grade  8 55 

Grade  8:  48  pupils. 

Median     score     67 

Lowest    score     31 

Highest   score    105 

Number  at  or  l)clow  the  median  score  for  Grade  <"> 5 

Number  at  or  below  the  median  score  for  Grade  7 24 

Per  cent  at  or  l)elow  the  median  score  for  Grade  <> 10 

Per  cent  at  or  l)elow  the  median  score  for  Grade  7 50 


48  I'SVCII()I.O(;iCAI.   AND   KDUCATIOXAI,   TF.STS 

TABLE  27. 

Showing'   certain    f.icts    conccrniii;^    the-    pupils   of   g;radcs   3-8   in   the 

WiiichostiT    Scliools   accordini^^   to   their   scores   in    the  Monroe    Read- 
iiijC  Test. 

Grade  3:   114  pupils. 

Compre-     Amount 

hension  read 

Median    score    3.2  31 

Lowest   score    0  0 

H  ighest  score    14  87 

Numher  at  or  above  the  median  score  for  Grade  4..  6  11 

Number  at  or  above  the  median  score  for  Grade  5..  2  5 

Number  at  or  above  the  median  score  for  Grade  6..  0  0 

Number  at  or  above  the  median  score  for  Grade  7. .  0  0 

Number  at  or  above  the  median  score  for  Grade  8..  0  0 

Per  cent  at  or  above  the  median  score  for  Grade  4..  5  10 

Per  cent  at  or  above  the  median  score  for  Grade  5. .  2  5 

Per  cent  at  or  above  the  median  score  for  Grade  6..  0  0 

Per  cent  at  or  above  the  median  score  for  Grade  7. .  0  0 

Per  cent  at  or  above  the  median  score  for  Grade  8.  .  0  0 

Grade  4:  88  pupils. 

Median   score    10.4  67 

Lowest  score    0  0 

Highest    score     27  127 

Number  at  or  below  the  median  score  for  Grade  3.  .  8  4 

Number  at  or  above  the  median  score  for  Grade  5..  27  37 

Number  at  or  above  the  median  score  for  Grade  6..  8  17 

Number  at  or  above  the  median  score  for  Grade  7..  1  2 

Number  at  or  above  the  median  score  for  Grade  8.  .  2  17 

Per  cent  at  or  below  the  median  score  for  Grade  3. .  9  5 

Per  cent  at  or  above  the  median  score  for  Grade  5..  31  42 

Per  cent  at  or  above  the  median  score  for  Grade  6..  9  19 

Per  cent  at  or  above  the  median  score  for  Grade  7. .  1  2 

Per  cent  at  or  above  the  median  score  for  'Grade  8. .  2  19 

Grade  5:  96  pupils. 

Median   score    13  76 

Lowest   score    2  1.3 

Highest  score    27  141 

Number  at  or  below  the  median  score  for  Grade  3 . .  i  2 

Number  at  or  below  the  median  score  for  Grade  4..  28  40 

Number  at  or  above  the  median  score  for  Grade  6..  17  27 

Number  at  or  above  the  median  score  for  Grade  7.  .  1  5 

Number  at  or  above  the  median  score  for  Grade  8.  .  8  27 

Per  cent  at  or  below  the  median  score  for  Grade  3.  .  1  2 

Percent  at  or  below  Ithe  median  score  for  Grade  4..  29  41 

Per  cent  at  or  above  the  median  score  for  Grade  6. .  17  28 


IX    TIIK    PU3IJC    SCHOOLS    OF    WINCHESTER 


49 


Compre- 
hension 

Per  cent  at  or  above  the  median  score  for  Grade  7..  1 

Per  cent  at  or  above  the  median  score  for  Grade  8..  8 

Grade  0:  84  pupils. 

Median    score    18 

Lowest    score    4 

Highest*  score    ;{'J 

Number  at  or  below  the  median  score  for  Grade  3..  0 

Number  at  or  below  the  median  score  for  Grade  4..  T 

Number  at  or  below  the  median  score  for  Grade  5..  20 

Number  at  or  above  the  median  score  for  Grade  7..  15 

Number  at  or  above  the  median  score  for  Grade  S.  .  24 

Per  cent  at  or  below  the  median  score  for  Grade  3..  0 

Per  cent  at  or  below  the  median  score  for  Grade  4. .  8 

Per  cent  at  or  below  the  median  score  for  Grade  5. .  29 

Per  cent  at  or  above  the  median  score  for  Grade  7. .  18 

Per  cent  at  or  above  the  median  score  for  Grade  S. .  29 

Grade  7:  89  pupils. 

Median    score    25.3 

Lowest   score    - 2 

Highest    score    40 

Number  at  or  below  the  median  score  for  Grade  3..  1 

Number  at  or  below  the  median  score  for  Grade  4.  .  3 

Number  at  or  below  the  median  score  for  Grade  5.  .  7 

Numlier  at  or  below  the  median  score  for  Grade  G..  21 

Number  at  or  above  the  median  score  for  Grade  S.  .  59 

Per  cent  at  or  below  the  median  score  for  Grade  3. .  1 

Per  cent  at  or  below  the  median  score  for  Grade  4.  .  3 

Per  cent  at  or  below  the  median  score  for  Grade  5..  9 

Per  cent  at  or  below  the  median  score  for  Grade  0..  24 

Per  cent  at  or  above  the  median  score  for  Grade  S. .  tiO 

Grade  8:  47  pupils. 

Median    score    •'  '•! 

Lowest   score    8 

Highest    score    ■♦- 

Number  at  or  below  the  median  score  for  Grade  3.  .  o 

Number  at  or  below  the  median  score  for  Grade  4.  .  1 

Number  at  or  below  the  median  score  for  Oade  5..  3 

Numl)er  at  or  below  the  median  score  for  Grade  »">..  12 

Number  at  or  below  the  median  score  for  Gra<lc  7..  33 

Per  cent  at  or  below  the  median  score  for  Grade  3.  .  0 

Per  cent  at  or  below  the  median  score  for  Grade  4. .  2 

Per  cent  at  or  below  the  median  score  for  Grade  5. .  <» 

Per  cent  at  or  below  the  median  score  for  Grade  0..  25 

Per  cent  at  or  below  the  median  score  for  Grade  7. .  70 


.\niount 
read 
5 
28 

98 

54 

14C 

0 

12 
23 
47 
0 
8 
14 
27 
56 

119 

54 

146 

0 

4 

31 

70 

0 

4 

9 
35 

7S 


31 

146 

I 


27 

38 

o 

4 
15 
58 
81 


50 


PSYCIIOI.OGICAI.  AND   JvDUCATIONAL  TESTS 


TABLE  28. 

vSliowing  certain  facts  conccrnin]tj  the  pupils  in 
Winchester  Schools  according  to  their  scores  on 
Tests. 

Grade  3:  114  pupils. 

Addi- 
tion 

Median  score    0.7 

Lowest  score    0 

Highest   score    6 

No.  at  or  above  the  median  score  for  Grade  4....  18 

No.  at  or  above  the  median  score  for  Grade  5.  .. .  6 

No.  at  or  above  the  median  score  for  iGrade  6....  3 

No.  at  or  above  the  median  score  for  (Grade  7 2 

No.  at  or  above  the  median  score  for  'Grade  8. . . .  1 

Per  cent  at  or  above  the  median  score  for  Grade  4..  16 

Per  cent  at  or  above  the  !median  score  for  Grade  5. .  5 

Per  cent  at  or  above  the  median  score  for  Grade  6. .  3 

Per  cent  at  or  above  the  jmedian  score  for  Grade  7. .  3 

Per  cent  at  or  above  the  [median  score  for  Grade  8 . .  1 

Grade  4:  88  pupils. 

Median  score   1  .ti 

Lowest  score   0 

Highest  score ! 6 

No.  at  or  below  median  score  for  Grade  3 30 

No.  at  or  above  median  score  ior  Grade  5 24 

No.   at  or  above   median   score   for   Grade   6....  10 

No.   at   or  above   median   score   for   Grade   7....  4 

No.   at  or   above   median   score   for   Grade    8....  3 

Per  cent  at  or  below  median  score  for  Grade  3..  34 

Per  cent  at  or  above  median  score  for  Grade  5..  27 

Per  cent  at  or  above  median  score  for  Grade  6..  12 

Per  cent  at  or  above  median  score  for  Grade  7..  5 

Per  cent  at  or  above  median  score  for  Grade  8..  4 

Grade  5:  95  pupils. 

Median  score   2.6 

Lowest  score   0 

Highest  score  S 

No.  at  or  below  median  score  for  Grade  3 22 

No.  at  or  below  median  score  for  Grade  4 34 

No.  at  or  above  median  score  for  Grade  6 18 

No.  at  or  above  median  score  for  Grade  7 11 

No.  at  or  above  median  score  for  Grade  8 4 

Per  cent  at  or  below  median  score  for  Grade  3..  23 

Per  cent  at  or  below  median  score  for  Grade  4..  36 

Per  cent  at  or  above  median  score  for  Grade  6..  19 

Per  cent  at  or  above  median  score  for  Grade  7..  12 

Per  cent  at  or  above  median  score  for  Grade  S..  4 


Grades  3-8  of  the 
Courtis  Arithmetic 


Sub- 

Multi- 

Divi- 

Aggre 

trac- 

plica- 

sion 

gate 

tion 

ti<yn 

0.5 

0.5 

0.0 

0.8 

0 

0 

0 

0 

4 

1 

0 

10 

7 

3 

0 

5 

3 

0 

0 

2 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

6 

3 

0 

4 

3 

0 

0 

2 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0.9 

0.9 

0.6 

3.5 

0 

0 

0 

0 

6 

5 

2 

17 

48 

50 

76 

10 

18 

15 

14 

16 

5 

6 

0 

2 

3 

0 

0 

0 

0 

0 

0 

0 

55 

57 

86 

12 

20 

17 

16 

18 

6 

7 

0 

2 

4 

0 

0 

0 

0 

0 

0 

0 

2.0 

1.8 

0.9 

6.2 

0 

0 

0 

0 

9 

7 

3 

25 

26 

29 

56 

8 

26 

29 

56 

27 

9 

11 

1 

9 

6 

1 

0 

1 

1 

1 

0 

0 

27 

31 

59 

8 

27 

31 

59 

29 

9 

12 

1 

9 

6 

1 

0 

1 

1 

1 

0 

0 

IN    THE    I'Llil.lC    SCHOOLS    OF  WINCHESTER  51 

Grade  6:  83  pupils. 

Addi-  Sub-  Multi-  Divi-    Aggre- 

tion  trac-  plica-  sion  gate 

tion  lion 

Median  score   4.0  4.4  4.0  4.-.'  14. 0 

Lowest  score    0  0  o  o  0 

Highest  score  11  20  11  11  41 

No.  at  or  below  median  score  for  Grade  l! I't  S  7  !•'<  4 

No.  at  or  below  median  score  for  Grade  4 23  8  7  16  10 

No.  at  or  below  median  score  for  Grade  5 33  25  21  16  20 

No.  at  or  above  median  score  for  Grade  7 22  26  10  17  16 

No.  at  or  above  median  score  for  Grade  8 1'!  10  10  11  12 

Per  cent  at  or  below  median  score  for  Grade  .'!..  16  10  8  I'J  5 

Per  cent  at  or  below  median  score  for  Grade  4..  27  10  8  19  12 

Per  cent  at  or  below  median  score  for  Grade  5..  40  30  25  19  24 

Per  cent  at  or  above  median  score  for  Grade  7..  26  31  12  20  19 

Per  cent  at  or  above  median  score  for  Grade  8..  16  12  12  13  6 

Grade  7:  91  pupils. 

Median  score    4.4  5.7  6.4  7.0  22.8 

Lowest  score    0  0  o  0  2 

Highest  score   S  15  12  18  51 

No.  at  or  below  median  score  for  Grade  3 0  7  3  6  o 

No.  at  or  below  median  score  for  Grade  4 l'>  7  3  6  3 

No.  at  or  below  median  score  for  Grade  5 23  21  6  6  5 

No.' at  or  below  median  score  for  Grade  6 47  35  25  36  23 

No.  at  or  above  median  score  for  Grade  8 26  22  37  40  38 

Per  cent  at  or  below  median  score  for  Grade  3..  9  7  3  6  0 

Per  cent  at  or  below  median  score  for  Grade  4..  16  7  3  6  3 

Per  cent  at  or  below  median  score  for  Grade  5..  2.">  23  6  6  5 

Per  cent  at  or  below  median  score  for  Grade  6..  52  38  27  39  25 

Per  cent  at  or  above  median  score  for  Grade  8..  28  24  40  43  41 

Grade  8:  49  pupils. 

Median  score    •"•••'  >''•''  '•■'•'  "•"  ^^^ 

Lowest  score    ^  '  '  ^ 

Highest  score  12  H  il  16  44 

No.  at  or  below  median  score  for  Grade  3 2  o  o  2  0 

No.  at  or  below  median  score  for  Grade  4 5  o  o  2  1 

No.  at  or  below  nudian  score  for  Grade  5 11  3  I  2  1 

No.  at  or  below  median  score  for  Grade  6 23  7  II  13  5 

No.  at  or  below  median  score  for  Grade  7 23  l'.  26  28  19 

Per  cent  at  or  below  median  score  for  Grade  3..  4  o  o  4  0 

Per  cent  at  or  below  median  score  for  Grade  4..  10  0  0  4  2 

Per  cent  at  or  below  median  score  for  Grade  5..  22  •'•  2  4- 

Per  cent  at  or  below  median  score  for  Grade  6..  47  14  22  2i>  10 

Per  cent  at  or  below  median  score  for  Grade  7..  47  ->\  5.t  5i  38 


52  l■s^'».•lll)I.()(;u•Al,  and  kducath^xai.  tksts 

TABLIC  2!). 
Showinjj  for  each  test   flu-  miiubcrs  and  per  cents  of  pupils  at  or 
below  the  medians  for  one,  two,  three,  four,  or  five  grades  below  the 
grades  in  which  the  pupils  are,  and  also  the  numbers  and  per  cents  of 
pupils   at    or   above    the   medians   for   one,   two,   three,    four,    and    five 
grades  above  the  grades  in  which   pupils  are. 
Total                            Number   of  pupils  at             Number  of  pupils  at  Number  of  pupils 
Num-                            or  below  the  medians             or  above  the  medians  between  median 
ber          Test               for  grades   1,  2,  :>.  4.             for  grades  1,  2,  3,  4,  for  grade  below 
of                                    or  'i  grades  below                or   5   grades  a'Dove  and  that  for 
pupils  grade  above 
con- 
cerned                        12         3          45            12           345- 
424           G-1           I2()        18          0         -         -            75       26          5         -           -  223 
424           G-2             71          9          1         _         _           (51          7          2         -         -  293 
424           G-3             86       38          8         -         -           81       23          5         -         -  257 
387           G-4             52          7          0--.       45          7          0--  290 
407           G-5             98        21          6          1          -          120        25          4          1          -  189 
218           G-6             39        29          -          -          -            77        31          -          -          -  102 
222           G-7             37          5          -          -          -            65        17          -          -          -  120 
520       Addition     167       91       39        14          2          108       40        11          5          1  245 
520       Sul>'tion      147       62        18          7          0           82       24          4          0          0  291 
520        Mul'tion      151        53        11          3         0            76        17          1          0         0  293 
520        Division     212       91        24          8         2            72        11          0          0          0  236 
520       Arth'tic         99       28          8          1          0            84        17          0          0          0  337            • 
548        Reading 
Compre- 
hension      110       27         6          2          0          124       35          9          2          0  286 
548       Reading 

Amount      125       43        11          2          1          168        74       29        17          0  227 
PER                                      CENT 

424           G-1            29.7       4.2       0.0          -          -       17.7       6.1       1.2          -          -  52.6 

^~4           C.-2           16.7       2.1       0.2          -          -       14.4       1.6       0.5          -          -  68.9 

424           G-3           20.3       9.0       1.9          -          -       19.1       5.4       1.2          -          -  60.6 

387           G-4           13.4       1.8       2.1          -          -       11.6       1.8       0.0          -          -  75.0 

407           G-5           24.1       5.2       1.5       0.3          -       29.5       6.1       1.0       0.3          -  46.6 
218           G-6           18.0    13.3          -         -          -       35.3     14.2 
222           G-7           16.7       2.3          -          -          -       29.3 

520        .Addition  32.1     17.5      7.5      2.7      0.4       20.7       7.S      2.1       1.0      0.2  47.2 

■.20       Sub'tion    26.4    11.8      3.5       1.4      0.0       15.7      4.6      0.8      0.0      0.0  57.9 

520        Mul'tion    29.0    10.2       2.1       0.6       0.0        14.6       3.3       0.2       0.0       0.0  56.4 

520        Division    40.8    17.5      7.8       l.C      0.4       13.9      2.1      0.0      0.0      0.0  45.3 

520        .Arth'tic      19.0       5.4       1.6       0.2    ,  0.0       16.2       3.3       0.0       0.0       0.0  64.8 
548       Reading 


42.7 
7.6         -         _         _  54.0 


Compre- 
hension     20.1       5.0       1.1       0.4       0.0       22.6       6.4       1.6       0.4       0.0  57.3 


548       Readinj 

Amount     22.7      8.0      2.0      0.4      0.2       30.6    13.5       5.3      3.1      0.0 


46.7 


IN    THK    PUDMC    SCHOOLS    OF    WINCHESTER 


53 


Read  table,  as  follows:  of  424  pupils  considered  in  connection 
with  Test  G-1  at  or  below  the  medians  of  the  grade  below  for  each 
class  respectively  and  separately  considered  were  126  pupils:  at  or 
below  the  median  for  two  grades  below  their  respective  grades  were 
18  pupils;  at  or  below  the  medians  for  three  grades  below  were  no 
pupils.  At  or  above  the  median  for  the  grade  one  grade  above  were 
75  pupils;  at  or  al>ove  the  median  for  the  grade  two  grades  above 
were  26  pupils;  at  or  above  the  median  for  the  grade  three  grades 
above  were  ">  pupils.  Between  the  medians  for  the  grade  one  grade 
below  aiid  that  for  the  grade  one  grade  above  were  22:J  pupils,  or  52.6 
per  cent  of  all. 


T.\I?LE  30. 

Showing  the  scores  on  Test  G-1  and  on  Test  G-2  received  by  first- 
grade  pupils  who  were  judged  by  the  teachers  to  be  of  average  in- 
telligence— receiving  grade  C  liy  teachers. 

Numbers  whose  scores  indicated  intelligence  that  of 


Lowest 

2d 

Middle 

4th 

Highest 

Total 

Fifth 

Fifth 

I'ifth 

Fifth 

Filth 

Test     G-1 

12 

'.) 

8 

'J 

7 

4o 

(Numbers) 

Test     G-2 

8 

(•) 

13 

s 

10 

45 

(Numbers) 

Test     G-1 

26.7 

20.0 

17.8 

20.0 

1. •)..■! 

100.0 

(Per  Cent) 

Test     G-2 

17. S 

i:!.:} 

28.'J 

ir.s 

o»  .> 

100.0 

(Per  Cent) 

54  psN'Ciioi.oGiCAr,  and  kducational  tests 


TABLE  31. 

Sliowing  the  correlation  between  (a)  the  intelligence  of  pupils  as 
measured  by  the  Stanford-Binet  Intelligence  Tests  (given  in  terms 
of  the  Intelligence  Quotient  (I.  Q.))  and  (b)  the  teachers'  judgments 
concerning  the  pupils'  intelligence  (given  from  E  lowest  to  A  highest). 
130  cases. 


Intelligence 

Teachers 

'  judgments 

Quotient 

E 

D 

C 

B 

A 

»     Total 

50-55 

3 

- 

- 

- 

- 

2 

56-60 

1 

- 

- 

1 

- 

2 

61-65 

3 

3 

3 

1 

1 

11 

66-70 

1 

5 

2 

- 

- 

8 

71-75 

2 

7 

3 

1 

- 

13 

76-80 

3 

4 

4 

- 

- 

11 

81-85 

2 

4 

7 

5 

2 

20 

86-90 

1 

5 

3 

3 

- 

12 

91-95 

1 

4 

2 

1 

1 

9 

96-100 

1 

3 

2 

5 

2 

13 

101-105 

- 

1 

1 

1 

1 

4 

106-110 

- 

2 

1 

2 

1 

6 

111-115 

1 

- 

1 

2 

3 

7 

116-120 

- 

- 

- 

2 

1 

3 

121-125 

- 

- 

- 

- 

2 

2 

126-130 

1 

- 

- 

- 

1 

.2 

131-135 

- 

- 

- 

2 

1 

3 

136-140 

- 

- 

- 

- 

- 

- 

141-145 

- 

- 

- 

- 

- 

- 

146-150 

- 

- 

- 

- 

1 

1 

151-155 

_ 

— 

_ 

1 

_ 

1 

Totals  19  38  29  27  17  130 

Read  as  follows:  Of  pupils  having  intelligence  quotients  between 
.oC  and  -55  two  were  judged  by  teachers  to  be  in  the  lowest  fifth  of 
their  classes  in  int€!'JS^"ce.  Of  pupils  having  intelligence  quotients 
between  .56  and  .60  one  was  judged  by  the  teacher  to  belong  in  the 
west  fifth  of  the  class  and  one  was  judged  by  the  teacher  to  belong 
n  the  next  to  the  highest  fifth.  Of  eleven  pupils  who  had  intelligence 
quotients  between  .61  and  .65  three  were  judged  to  belong  to  the 
lowest  fifth,  three  to  belong  to  the  next  to  the  lowest  fifth,  three  were 
judged  to  belong  to  the  middle  fifth,  one  was  judged  to  belong  to  the 
next  to  the  highest  fifth,  and  one  was  judged  to  belong  to  the  highest 
fifth. 


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UNIVERSITY  OF  CALIFORNIA, 


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